4th Grade
English Language Arts /
Reading, Writing and
Communicating
Includes full year standards checklists,
monthly calendars, and full explanations
of Common Core State Standards (CCSS)
and Colorado Academic Standards (CAS)
for Grade 4
Office of Facility Schools
Colorado Department of Education
1/1/2013
TABLE of CONTENTS
4th GRADE English Language Arts/Reading, Writing, and Communicating
Background of Standards…………………………………………………………………………….
3
Full Year Checklist for Writing Arguments………………………………………………………...28
Organizational Summary of Common Core State Standards………………………..
4
Full Year Checklist for Writing Narratives………………………………………………………….29
Anchor Standards for READING……………………………………………………………………
5
Full Year Checklist for Writing Informational/Explanatory Text……………………….. 30
Anchor Standards for WRITING………………………………………………………………….
6
MONTHLY CALENDARS
Anchor Standards for SPEAKING AND LISTENING ……………………………………….
7
AUGUST Calendar……………………………………………………………………………………………. 31
Anchor Standards for LANGUAGE ……………………………………………………………..
8
SEPTEMBER Calendar………………………………………………………………………………………. 39
CCSS Narrative Summary for GRADE 6……………………………………………………….
9
OCTOBER Calendar………………………………………………………………………………………….. 47
Organization Summary Colorado Academic Standard …………………………………
11
NOVEMBER Calendar………………………………………………………………………………………. 56
CAS Narrative Summary ……………………………………………………………………………
12
DECEMBER Calendar……………………………………………………………………………………….. 66
Approved Facility Schools (AFS) Calendar Skill Clusters ……………………………….
12
JANUARY Calendar………………………………………………………………………………………….. 74
AFS Monthly Calendar Template ……………………………………………………………….
13
FEBRUARY Calendar…………………………………………………………………………………………. 83
Phases of Instruction Chart ………………………………………………………………………
14
MARCH Calendar……………………………………………………………………………………………… 90
4 Grade End-of-Year Outcomes ………………………………………………………………
15
APRIL Calendar……………………………………………………………………………………………….101
GLOSSARY of Essential Terminology ………………………………………………………….
20
MAY Calendar………………………………………………………………………………………………..110
Abbreviations …………………………………………………………………………………………..
24
Appendix A (Grade Level Oral Fluency (ORF) Expectations) …………………………120
Full Year Checklist for Speaking and Listening …………………………………………….
25
Appendix B (ANCHOR Standards grade to grade Progression for RF …….……..122
Full Year Checklist for Reading Literature ………………………………………………….
26
Appendix C (ANCHOR Standards Grade to Grade Progressions) …………………..126
Full Year Checklist for Reading Informational Text ……………………………………..
27
INSTRUCTIONAL RESOURCES (to be developed)……………………………………………..180
th
INDEX
2
Grade 4
Background
On December 10, 2009, the Colorado State Board of Education adopted the revised Reading, Writing and Communicating
Academic Standards, along with academic standards in nine other content areas, creating Colorado’s first fully aligned
preschool through high school academic expectations. Developed by a broad spectrum of Coloradans representing Pre-K
and K-12education, higher education, and business, utilizing the best national and international exemplars, the intention
of these standards is to prepare Colorado schoolchildren for achievement at each grade level, and ultimately, for
successful performance in postsecondary institutions and/or the workforce.
Concurrent to the revision of the Colorado standards was the Common Core State Standards (CCSS) initiative, whose
process and purpose significantly overlapped with that of the Colorado Academic Standards. Led by the Council of Chief
State School Officers (CCSSO) and the National Governors Association (NGA), these standards present a national
perspective on academic expectations for students, Kindergarten through High School in the United States.
In addition to standards in English Language Arts (ELA), the Common Core State Standards offer literacy expectations for
history/social studies, science, and technical subjects. These expectations, beginning in grade 6 through grade 12, are
intended to assist teachers in ―use(ing) their content area expertise to help students meet the particular challenges of reading, writing,
speaking, listening, and language in their respective fields.” (Common Core State Standards for English Language Arts & Literacy
in History/Social Studies, Science, and Technical Subjects, page 3).These expectations are NOT meant to supplant
academic standards in other content areas, but to be used as a literacy supplement.
Upon the release of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects on June 2, 2010, the Colorado Department of Education began a gap analysis process to
determine the degree to which the expectations of the Colorado Academic Standards aligned with the Common Core. The
independent analysis proved a nearly 95% alignment between the two sets of standards. On August 2, 2010, the
Colorado State Board of Education adopted the Common Core State Standards, and requested the integration of the
Common Core State Standards and the Colorado Academic Standards.
- Page 1, Colorado Academic Standards: Reading Writing and Communicating (Dec., 2010)
Organizational and Narrative Summary of Common Core State Standards (CCSS) in English Language
Arts (ELA)
The Common Core State Standards (CCSS) are organized into the following categories for grade 4:
Broad Strand
Reading
Sub-Strand
1. Reading Literature
# of Grade Specific Standards *
(RL)
2. Reading Information Text
Writing (W)
10
(RI)
10
3. Reading Foundational Skills** (RF)
2
10
Speaking and
Listening (SL)
6
Language (L)
6
*Each set of grade specific standards correspond to the same numbered CCR (College and Career Readiness) Anchor Standards. Each CCR Anchor
Standard has an accompanying grade-specific standard that translates the broader CCR Anchor into grade-appropriate end-of-the-year expectations.
** Only 2 of the 4 Reading Foundational Skills Standards continue into grade 4. See pages 122-125 for the progression of the Reading Foundation
Standards
4
College and Career Readiness Anchor Standards for Reading
The standards on the following pages define what students should understand and be able to do by the end of each grade.
They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and gradespecific standards are necessary complements—the former providing broad standards, the latter providing additional
specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,
a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as
well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and
Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
NOTE on Range and Content of Student Reading
Grades K-5
To build a foundation for college and career readiness,
students must read widely and deeply from among a
broad range of high-quality, increasingly challenging
literary and informational texts. Through extensive
reading of stories, dramas, poems, and myths from
diverse cultures and different time periods, students gain
literary and cultural knowledge as well as familiarity with
various text structures and elements. By reading texts in
history/social studies, science, and other disciplines,
students build a foundation of knowledge in these fields
that will also give them the background to be better
readers in all content areas. Students can only gain this
foundation when the curriculum is intentionally and
coherently structured to develop rich content knowledge
within and across grades. Students also acquire the habits
of reading independently and closely, which are essential
to their future success.
Grades 6-12
To become college and career ready, students must
grapple with works of exceptional craft and thought
whose range extends across genres, cultures, and
centuries. Such works offer profound insights into the
human condition and serve as models for students’ own
thinking and writing. Along with high-quality
contemporary works, these texts should be chosen from
among seminal U.S. documents, the classics of American
literature, and the timeless dramas of Shakespeare.
Through wide and deep reading of literature and literary
nonfiction of steadily increasing sophistication, students
gain a reservoir of literary and cultural knowledge,
references, and images; the ability to evaluate intricate
arguments; and the capacity to surmount the challenges
posed by complex texts.
5
Career and College Readiness Anchor Standards for Writing
The standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The
CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter
providing additional specificity—that together define the skills and understandings that all students must
demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
*These broad types of writing include many subgenres. See Appendix A (in CCSS) for definitions of key writing types.
Note on range and content
of student writing
K-5
To build a foundation for college and career readiness,
students need to learn to use writing as a way of offering
and supporting opinions, demonstrating understanding of
the subjects they are studying, and conveying real and
imagined experiences and events. They learn to appreciate
that a key purpose of writing is to communicate clearly to
an external, sometimes unfamiliar audience, and they
begin to adapt the form and content of their writing to
accomplish a particular task and purpose. They develop the
capacity to build knowledge on a subject through research
projects and to respond analytically to literary and
informational sources. To meet these goals, students must
devote significant time and effort to writing, producing
numerous pieces over short and extended time frames
throughout the year.
6-12
For students, writing is a key means of asserting and
defending claims, showing what they know about a subject,
and conveying what they have experienced, imagined,
thought, and felt. To be college- and career ready writers,
students must take task, purpose, and audience into
careful consideration, choosing words, information,
structures, and formats deliberately. They need to know
how to combine elements of different kinds of writing—for
example, to use narrative strategies within argument and
explanation within narrative— to produce complex and
nuanced writing. They need to be able to use technology
strategically when creating, refining, and collaborating on
writing. They have to become adept at gathering
information, evaluating sources, and citing material
accurately, reporting findings from their research and
analysis of sources in a clear and cogent manner. They
must have the flexibility, concentration, and fluency to
produce high-quality first draft text under a tight deadline
as well as the capacity to revisit and make improvements to
a piece of writing over multiple drafts when circumstances
encourage or require it.
6
College and Career Readiness Anchor Standards
for Speaking and Listening
The standards on the following pages define what students should understand and be able to do
by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards
below by number. The CCR and grade-specific standards are necessary complements—the former
providing broad standards, the latter providing additional specificity—that together define the skills
and understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when
Note on range and content of student
speaking and listening
To build a foundation for college and career
readiness, students must have ample
opportunities to take part in a variety of rich,
structured conversations—as part of a whole class,
in small groups, and with a partner. In grades
K-5, being productive members of these
conversations requires that students contribute
accurate, relevant information; respond to and
develop what others have said; make comparisons
and contrasts; and analyze and synthesize a
multitude of ideas in various domains. In grades
6-12, these conversations need to be built around
important content in various domains. They
must be able to contribute appropriately to these
conversations, to make comparisons and
contrasts, and to analyze and synthesize a
multitude of ideas in accordance with the
standards of evidence appropriate to a particular
discipline. Whatever their intended major or
profession, high school graduates will depend
heavily on their ability to listen attentively to
others so that they are able to build on others’
meritorious ideas while expressing their own
clearly and persuasively.
New technologies have broadened and expanded
the role that speaking and listening play in
acquiring and sharing knowledge and have
tightened their link to other forms of
communication. Digital texts confront students
with the potential for continually updated
content and dynamically changing combinations
of words, graphics, images, hyperlinks, and
embedded video and audio.
7
College and Career Readiness Anchor Standards
for Language
The standards on the following pages define what students should understand and be able
to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor
standards below by number. The CCR and grade-specific standards are necessary complements—
the former providing broad standards, the latter providing additional specificity—that together
define the skills and understandings that all students must demonstrate.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when encountering an unknown
term important to comprehension or expression.
Note on range and content of student
language use
K-5
To build a foundation for college and career readiness in
language, students must gain control over many conventions of
standard English grammar, usage, and mechanics as well as learn
other ways to use language to convey meaning effectively. They
must also be able to determine or clarify the meaning of gradeappropriate words encountered through listening, reading, and
media use; come to appreciate that words have nonliteral
meanings, shadings of meaning, and relationships to other words;
and expand their vocabulary in the course of studying content.
The inclusion of Language standards in their own strand should
not be taken as an indication that skills related to conventions,
effective language use, and vocabulary are unimportant to
reading, writing, speaking, and listening; indeed, they are
inseparable from such contexts.
6-12
To be college and career ready in language, students must have
firm control over the conventions of standard English. At the
same time, they must come to appreciate that language is as at
least as much a matter of craft as of rules and be able to choose
words, syntax, and punctuation to express themselves and achieve
particular functions and rhetorical effects. They must also have
extensive vocabularies, built through reading and study, enabling
them to comprehend complex texts and engage in purposeful
writing about and conversations around content. They need to
become skilled in determining or clarifying the meaning of words
and phrases they encounter, choosing flexibly from an array of
strategies to aid them. They must learn to see an individual word
as part of a network of other words—words, for example, that have
similar denotations but different connotations. The inclusion of
Language standards in their own strand should not be taken as
an indication that skills related to conventions, effective language
use, and vocabulary are unimportant to reading, writing,
speaking, and listening; indeed, they are inseparable from such
contexts.
8
CCSS NARRATIVE SUMMARY
GRADE 4 English Language Arts
The Common Core State Standards call for students in grade 4 to continue to build their stamina and skill to
proficiently read challenging, grade-appropriate complex literature and information text (RL/RI.4.10) such that
they can draw on or infer specific details and examples from the text (RL/RI.4.1). Students perform specific tasks
targeted in the standards, from describing how focusing on different details affects a text to summarizing both
the main and supporting ideas, explaining what happened and why, and recognizing allusions to significant
characters found in mythology. They are expected to offer reasons and evidence to support particular points
being made in a single text and integrate information from two texts on the same topic or theme (including
traditional literature from different cultures). In grade 4 exposing students to grade-level texts of appropriate
complexity with a balance of 50 percent informational text and 50 percent literature (including reading in
English language arts, science, social studies and the arts), is expected. Additional Standards for Reading
Literature (RL.4.2-9) and Standards for Reading Informational Text (RI.4.2-9) offer detailed expectations for
student academic performance in preparation for college and careers.
The Standards for Reading: Foundational Skills specifies that in addition to the continued development of word
analysis skills (RFS.4.3), reading fluency assessments administered at the start of the year (and throughout the
year as necessary) should be used to determine a student’s fluency level. Students not yet fluent and students
learning English will need direct fluency instruction and opportunities to analyze closely how syntax and the
meaning(s) of the text influence expression and phrasing (RFS.4.4)
When participating in class, students should both paraphrase accurately and respond effectively with information
during discussion in ways elaborated in the Standards for Speaking and Listening. Reading complex texts that
9
range across literature, history, the arts and the sciences will also build the vocabulary skills of students as well as
improve their fluency and confidence, leading to success in later grades.
One new Writing Standard that begins in grade 4 supports the close connection between reading and writing
(W.4.9). It requires students to draw evidence from literary and informational text to support analysis, reflection
and research. Students should be able to produce a variety of written texts, including opinion pieces,
explanations, narratives, and short research projects – each of which presents evidence in an organized fashion to
clarify the topic under discussion for the intended audiences. The balance of student writing in grade 4 should be
65 percent analytical (30 percent opinions and 35 percent explain/inform) and 35 percent narrative, with a mix
of on-demand and review-and –revision writing assignments. Building student competence and confidence with
technology should be part of instruction. At grade 4 students should have sufficient command of keyboard skills
so to type a minimum of one page in a single setting.
Opportunities for students to produce extended projects that uses research to address a significant topic,
problem or issue is also expected at grade 4. This entails gathering and integrating relevant information from
several additional literary or informational texts from various media or formats on a topic drawn from their text
reading and includes taking notes, categorizing information as well as providing a list of sources. Students can
present their findings in a variety of informal and formal argumentative or explanatory contexts, either in writing
or orally.
- Information taken from PARCC Model Content Standards
10
Organizational and Narrative Summary of Colorado Academic Standards (CAS) in Reading, Writing
and Communicating (RWC)
The Colorado Academic Standards (CAS) are organized into the following categories for grade 4:
Broad Content Standard
Grade Level Expectation***
Oral Expression and Listening
1. A clear communication plan is necessary to effectively deliver and receive information
Reading for All Purposes
1.
Comprehension and fluency matter when reading literary texts in a fluent way
2. Comprehension and fluency matter when reading informational and persuasive text in a
fluent way
3. Knowledge of complex orthography (spelling patterns), morphology (word meaning) and
word relationships to decode (read) multisyllabic words contribute to better reading skills
Writing and Composition
1. The recursive writing process is used to create a variety of literary genres for an intended
audience
2.
Informational and persuasive texts use the recursive writing process
3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied
to make the meaning clear to the reader
Research and Reasoning
1. Comprehending new information for research is a process undertaken with discipline both
alone and within groups
2.
Identifying implications, concepts, and ideas enriches reasoning skills
***Each Grade Level Expectation is followed by a number of Evidence Outcomes
11
CAS – Narrative Summary
The Colorado Academic Standards (CAS) set clearer, higher and more relevant expectations for students than the previous Colorado
Model Content Standards. They outline the broad themes, ideas and concepts students must master in ten academic areas to be
successful in school and in life. The new standards are nationally and internationally benchmarked and the math and reading, writing
and communicating standards incorporate the Common Core State Standards adopted by 46 states.
Because the acronym ELA has come to be recognized as referring to “English Language Acquisition” in Colorado, the new Colorado
Academic Standards do not use the terms “ELA” or English Language Arts as one of the ten academic areas covered in the new state
standards. Instead, the Colorado Academic Standards uses “Reading, Writing and Communicating” as the content theme for the
same topics covered under the ELA/English Language Arts heading in the Common Core State Standards.
State law required school boards to review and revise their English language proficiency and academic standards to align with the
Colorado Academic Standards and English Language Proficiency Standards by December 2011. Following this review, school boards
were required to adopt the revised standards.
The mandate for Approved Facility Schools to develop an aligned curriculum was a part of recent legislation (HB1204). Consistent
with Colorado school districts, the Office of Facility Schools will establish an aligned curriculum, based on current Colorado Academic
Standards, which incorporate the Common Core State Standards in two academic areas (English Language Arts [Reading Writing and
Communicating] and Mathematics. Additional content area curriculum, e.g. science, history/social studies, will be based solely on
the Colorado Academic Standards (CAS) in those specific areas.
Approved Facility Schools (AFS) Reading, Writing, Speaking, Listening, Research and Reasoning
Curriculum Calendars
The Approved Facility Schools’ (AFS) Curriculum Calendars are aligned with CCSS and CAS standards or strands. Within the AFS
Curriculum Calendars these two sets of Standards are further delineated into the following instructional (Skill Cluster) areas:
1. Speaking and Listening 2. Phonological Awareness 3. Phonic/Decoding/Morphology 4. Encoding (spelling)
5. Vocabulary
6. Fluency
7. Comprehension 8. Writing 9. Research and Reasoning
12
The AFS Curriculum will be organized into monthly calendars, as represented in the sample calendar template
below. The template will remain the same throughout grades K-8.
MONTH
AUGUST
SKILL CLUSTER
GRADE
Anchor
Standard
_4____
SUBJECT
CCSS CAS
Reading, Writing and Communicating_____________
EVIDENCE OUTCOME
Possible Daily Lesson
OBJECTIVES
NOTES
Speaking and Listening
Phonological Awareness
Phonics,
Decoding, & Morphology
Encoding
Vocabulary
Fluency
Comprehension
Writing
Research/Reasoning
13
The Approved Facility Schools (AFS) Curriculum Calendars will be further divided and coded into “Phases of
Instruction”. When a standard is initially introduced and taught, it will fall into the Introductory Phase category.
The next time the same standard is found in the calendar, it will likely be in the Fluency Phase category or it
might be in the Application Phase category. The following chart explains these Instructional Phases:
Introductory Phase
This is the first time a specific standard is found on a grade-specific calendar. This initial
introduction and teaching of the standard will fall into a specific month.
Fluency Phase
Most standards, if not all of the standards, incorporate numerous concepts and skills. The teaching
of a standard may/will continue into subsequent months, although not necessarily in each
subsequent or consecutive month. The continuation of instruction related to the specific standard
will ensure that the necessary additional instruction, as well as adequate frequent, distributed
practice is provided. This continuation of instruction and practice with help students develop
automatic and fluent understanding and use of the skills, processes, and concepts that have been
taught.
Application Stage
As standards are taught and practiced over time, students should develop mastery. Subsequently,
they will be asked to revisit a specific standard and apply it within the broader context of daily
learning. When a standard is found within this category on a monthly calendar, there is an
expectation that with minimal review, the students will readily apply the concepts and/or skills the
specific standard entails.
14
4th Grade End-of-Year Outcomes (Grouped By SKILL CLUSTERS)
Speaking and Listening
•
•
•
•
•
•
•
•
•
Demonstrate command of the conventions of Standard English grammar and usage when speaking, including: relative pronouns and
adverbs, progressive verb tense, prepositional phrases, and the conventional ordering of adjectives
Listens for specific purpose and/or information
Forms opinions based on evidence
Can easily summarize and restate ideas
When speaking, can organize information for clarity
Understand and uses some figurative language
Differentiate between contexts that call for formal English (presentations) and situations where informal discourse is appropriate (smallgroup discussions)
Makes effective oral presentations
Effectively engage in collaborative discussions in a variety of settings
Phonological Awareness
•
See prior grade expectations
Phonics/Decoding/Morphology
•
•
•
•
•
•
•
•
Automatically apply knowledge of all letter-sound correspondences, syllable patterns/division and all lower level suffixes, prefixes, and
roots (see Appendix #), to read unfamiliar multisyllabic words
All remaining Lower Level Roots: test, tort, flu, pass, trib, son, sid(e), stitu, vest, pend/pens, spond/spons, sum/sumpt, vict/vinc,
ped/pod, scrib/script, pon/pound, mand/mend, ord/ordin, capt, caus,cus(e), fin(e)/finit, string/strict, ced(e)/ceed/cess, cept/ceiv(e),
lect/leg/lig, tain/ten/tent/tin, tend/tens/tent, jur/jud/just
Prefixes- Other: ambi, em, fore,mini, omni, over, retro, super, ultra, en, contro, infra, out, post, self, with
Chameleon prefixes: dis/dif/di, ex/ef/e, ob/oc/of/op, syn/stm/sys/syl, ad/ac/af/ag/al/an/ap/ar/as/at
Number Prefixes: uni/mono, bi/di, tri, quar/quad/tetra, quin/penta, sex/heps, sept, septem, hepta, oct/octa,octo, novem/ennea,
centi/cent/hecate/hecaton, mili/kilo, mega, multi/poly, semi/hemi
Accurately read words with inflectional and derivational suffixes
Suffixes: SEE Appendix ???
Greek Combining Forms: gram/graph, phone(e), photo, therm, geo, demo, hydra/hydro, meter/metry, ology, chron, physic, hyper,
phobia, zoo, scope, tele
15
•
•
Consult reference resources, both print and digitally, to verify pronunciation and decode complex words
Accurately reads grade appropriate connect text
Encoding
•
•
Spells grade-appropriate words correctly including:
1. Multi-syllable words
2. Common homonyms, e.g., right/write, site/sight, pair/pear/pare, to/too/two
3. Words containing all Lower Level roots
4. Words with Chameleon prefixes
5. Grade-level words with inflectional and derivational suffixes
6. Grade-appropriate content and academic vocabulary
Consistently proofs and edits all draft documents for accurate spelling
1. Consults spelling references as needed
Vocabulary
•
•
•
•
•
•
•
•
•
•
Acquire and use grade-appropriate conversational words
Understand and use vocabulary specific to 4th grade content
Learn vocabulary from the 4th grade Academic Vocabulary List in the Language Arts, Mathematics, Science, and Social Studies domains
(See Appendix #?)
Selects appropriate content-specific and academic vocabulary for use during class discussion and expository writing
Determine and/or clarify meaning of unfamiliar and multiple meaning words, within grade level text, through the use of;
1. Definitions and examples within text
2. Grade-appropriate Greek and Latin affixes and roots to determine word meaning
3. Word origins
Consult reference resources (print & digital) to determine or clarify precise word meaning
Explain the meaning of simple similes and metaphors, as found in 4th grade text
Recognize and explain the meaning of common idioms, adages and proverbs
Demonstrate word understanding by relating to their antonyms or to words with similar but not identical meanings (synonyms)
Acquire and accurately use words that signal precise actions, emotions or states of being
Fluency
• Reads with sufficient accuracy and fluency to support comprehension of 4th grade level narrative and expository text:
1. Orally read grade level text with a minimum of 97% accuracy
16
•
2. Achieves an oral reading fluency (ORF) score of at least 123 cwpm [50thile] (See Appendix A) for 4th grade oral reading
fluency expectations)
3. Read grade level text with appropriate expression and speed that conveys meaning of the text
4. Automatically adjust reading rate according to type of text and purpose
Use efficient skimming and scanning strategies to quickly locate specified text or information
Comprehension
• Read and comprehend literature( including stories drams and poetry), and informational texts in content domains, in the grade 4-5
•
•
range of text complexity, proficiently
Demonstrate comprehension of literary text by:
1. Referring to details and examples when explaining explicitly or making inferences
2. Identifying and drawing inferences about setting characters, and plot
3. Determining a theme from text details
4. Summarizing by identifying key ideas and sequence
5. Describing in depth a character, setting or event, drawing from specific text details
6. Describing the development of plot, e.g., origin of conflict, action, resolution
7. Explaining differences between various genres, e.g., poems, prose, dramas and using structural elements of poems, e.g. verse,
rhythm, meter, and drama, e.g., casts, settings, dialogue, stage directions
8. Comparing/contrasting point of view from which stories are narrated, including first- and third- person narrations
9. Making connections between story text and oral or a visual presentation of text
10. Comparing/contrasting treatment of similar themes/topics, e.g., good versus evil and pattern of events, e.g., the quest, in
stories, myths and literature from different cultures
Demonstrate comprehension of grade-level informational and persuasive text by:
1. Referring to details and examples when explaining text or drawing inferences
2. Determining main idea and how supported by key details
3. Summarizing
4. Explain events, procedures, ideas and concepts in contact and technical text including what and why, based on the text
5. Skimming to develop a general overview of content
6. Scanning to locate specific information or perform a specific task
7. Describing overall structure, e.g., chronology, cause and effect, comparison, of text or parts of text
8. Compare and contrast firsthand and second hand accounts of same event or topic
9. Identifying common organizational structures, e.g., topic sentences, paragraphs, concluding sentences, and explaining how they
aid understanding
10. Using text features to organize or categorize information
17
11. Interpreting information presented visually or quantitatively, e.g., charts, graphs, diagrams, timelines, interactive elements on a
Web page
12. Explaining how an author uses reason and evidence to support particular points in text
13. Integrating information from same topic texts in order to speak or write about subject knowledgeably
14. Identifying conclusions
Writing
•
•
•
•
•
•
Demonstrate command of the conventions of Standard English grammar and usage when writing, including:
1. Use of relative pronouns and relative adverbs
2. Formation and use progressive verb tenses
3. Use modal auxiliaries to convey various conditions
4. Order adjectives within sentences according to conventional patterns
5. Formation and use prepositional phrases
6. Use of compound subjects and compound verbs to create sentence fluency
7. Use of complete sentences and recognition of inappropriate fragments and run-ons
Use knowledge of language to:
1. Choose words and phrases to convey ideas precisely
2. Choose punctuation for effect
Use correct format for intended purpose, e.g., indenting paragraphs, parts of a letter, poem, etc.
Appropriate capitalization and punctuation are applied to writing, including:
1. Consistent correct capitalization
2. Use of a comma before coordinating conjunction in a compound sentence
3. Use of commas and quotation marks to mark direct speech and quotations from a text
Write opinion pieces, supporting a point of view with reason and information:
1. Introduce topic clearly, state and opinion, and create an organizational structure in which related ideas are grouped to support
writer’s purpose
2. Provide reasons, supported by facts and details
3. Link opinions and reasons using words and phrases
4. Provide a concluding section
Write narratives to develop real or imagines experiences or events
1. Choose planning strategies to support text structure and intended outcome
2. Orient reader by establishing a situation, introducing a narrator and/or characters, and organizing a naturally unfolding event
sequence
18
•
•
•
•
•
3. Use dialogue and description to develop experiences and events or show responses from characters
4. Use varied transition words and phrases to manage sequence of events
5. Use concrete words and sensory details to convey experiences and events precisely
6. A provide conclusion that follows from the experiences or events
Write poems that express ideas and feelings using imagery, figurative language, and sensory details
Write informative/explanatory texts to examine a topic and convey ideas and information clearly
1. Chooses planning strategies to support intended outcome
2. Introduce topic clearly and group related information- include formatting, illustrations and multi-media to enhance
comprehension as needed
3. Identify an appropriate text structure: sequence, chronology, description, explanation, comparison-and-contrast
4. Organize relevant ideas and details to convey a central idea or prove a point
5. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic
6. Link ideas within categories of information using words and phrases
7. Use precise language and domain-specific vocabulary
8. Provide a concluding statement or section
Develop and strengthen writing by planning, revising, and editing, in collaboration with adults and peers
With guidance and support from adults, use technology, including the Internet, to produce and publish writing
Demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting
Research and Reasoning
•
•
•
•
•
Conduct short research projects through investigation of varying aspects of a topic
Recall and gather relevant information including:
1. Identification of varied and relevant sources and use of text features
2. Noting key ideas, organizing information (using graphic organizers), developing summaries with key details, and creating
supporting visuals
Draw evidence from 4th grade level literature and information text to support analysis, reflection and research
Identify key concepts and provide examples
Think through implications as part of the reasoning process
19
Glossary of Essential Concepts and Terminology for Grade 4
Use of the grade 4 Common Core State Standards (CCSS), Colorado Academic Standards (CAS), and the Approved Facility Schools’
Calendars will be facilitated by an understanding of the following terminology:
LITERATE ENGAGEMENT
The concept of literate engagement is essential at grade 4. At the elementary level, students need to be consistently asked and expected to talk
about, read about, and write about the content that they are learning on a daily basis. There are numerous literate engagement strategies that
can be used to help students actively engage in learning content (e.g., using personal slates or white boards, discussing with a partner, “thinkpair-share,” etc…) within a classroom or group instructional setting. Students need daily structured opportunities to discuss, read and write.
Research has shown a positive correlation between academic growth and consistent expectations for students to write about content they are
studying.
SYLLABLES
A syllable is “a letter or combination of letters, uttered together, or at a single effort or impulse of the voice” [Webster’s Dictionary, 1828]. All
syllables have a single vowel sound. Syllables make words pronounceable and spell-able. It is very helpful for students to understand basic
syllable types. It makes decoding longer words manageable and aids in the spelling of most words. There are 6 (six) basic style types or syllable
structures in the English language. The acronym CLOVER is helpful to many students in remembering the 6 syllable types.
Closed syllable: This is the most common spelling unit in English. It accounts for slightly less than 50% of all syllables in connected text. A closed
syllable is a syllable with a short vowel; spelled with a single vowel letter ending in one or more consonants (e.g., at, cat, it, wit, back, stretch).
Consonant L-e syllable: An unaccented final syllable that contains as consonant followed by and l and a silent e (e.g., fid-dle, ruf-fle, lit-tle).
Open syllable: A syllable that ends with a long vowel sound and spelled with a single vowel letter (e.g., be, re-gain, so, pro-pel).
Vowel team syllable: Syllables with long or short vowel spellings that use two to four letters to spell the vowel. The diphthongs oi/oy and ou/ow
are also within this category (e.g., boat, seed, out, read, boil, say, owl, saw, soy, aw-ful, suc-ceed, know, book, auth-or).
Silent E syllable: Also called a vowel-consonant e or magic e syllable. A syllable with a long vowel, spelled with one vowel + one consonant +
silent e (e.g., make, com-plete, bike, slice, ir-ri-gate).
R-controlled syllable: A syllable with ar,or, er, ir, or ur. The vowel pronunciation is changed or “controlled” by r. Sometimes referred to as the
“bossy r”.
20
MORPHOLOGY
Morphology is the study of word formation in a particular language - specifically the internal structure of words and their alteration through the
combination of morphemes. A morpheme is the smallest element or linguistic unit in a language capable of creating a distinction in meaning. For
example the letter s is a morpheme which denotes plural or more than one. There are two basic types of morphemes – bound or free. A bound
morpheme (e.g., -s, -ed, -ing, cred-) must be combined with at least another morpheme to create a word unit and cannot stand alone. A bound
morpheme might be a Latin root or a Greek combining form such as cred- (to believe) or -ology (study of). These bound morphemes, while
having meaning, must be combined with another morpheme(s) to create a word (e.g., credible, accreditation, psychology, biology). A free
morpheme can stand alone as a base word (e.g., port, form) or be combined with other morphemes (e.g., report, deport, deportation, reform,
formation). Understanding morphology and specific Greek or Latin morphemes or affixes is a highly productive undertaking and can enhance
one’s vocabulary knowledge exponentially. When a morpheme or affix is added at the end of a root or base word it is referred to as a suffix.
There are two types of suffixes- inflectional and derivational. Inflectional suffixes change the number, degree or tense of a word (e.g., cats,
jumping, handed, biggest). Derivational suffixes change the word’s part of speech. For example adding –tion to a verb, changes the word to a
noun (e.g., inform/information, transport/transportation). The three (3) most common suffixes are inflectional suffixes: - s/-es (more than one),
-ed (past-tense verbs), and -ing (verb form/present participle). Two (2) additional inflectional suffixes make the “20 most frequent suffix list” but
are closer to the less frequent suffixes on the list of 20. The additional two inflectional suffixes are: -er (comparative) and –est (comparative).
There are fifteen (15) derivational suffixes on the “top 20 suffix list”. They are: -ly (characteristic of), -er/-or ( one who), -ion/-tion/-ation/-ition
(act, process), -able/-ible (can be done), -al/-ial (having characteristic of), -y (characterized by), -ness (state of, condition of), -ity/-ty (state of),
-ment (action or process) –ic (having characteristics of), -ous/-eous/-ious ( possessing the qualities of), -en ( made of), -ive/-ative/-itive
(adjective form of a noun), -ful (full of), and -less (without). The most frequent 20 suffixes account for approximately 93% of all suffixed words.
COMMON PREFIXES
When a morpheme is added to the beginning of a root or base, it is referred to as a prefix (e.g., report, deform). The most common prefixes are
dis- (not, opposite of), in- (not) [also spelled im, il, ir], re- (again) and un- (not). These four (4) prefixes account for 58% of all prefixed words.
Elementary students will encounter words with these prefixes early in their primary grades – either through reading or in conversation (e.g.,
recess, repeat, dishonest, dislike, impossible, irresponsible, illegal, unfriendly, unlike). The addition of sixteen more prefixes to the top four
(creating a list of the most frequent 20 prefixes) will account for 97% of all prefixed words. The additional 16 prefixes are:
dis- (not, opposite of), en-/em- (cause to), non- (not), in-/im- (in,on), over- (too much), mis- (wrong), sub- (under), pre-(before), inter(between), fore-(before), de- (not, opposite), trans- (across), super- (above), semi- (half), anti- (against), mid- (middle), and under- (below).
Some prefixes change their spelling to better “fit” with the root they will attach with – For example, in (“not”) changes to im as in immoral or
immeasurable, ir as in irresistible or irregular, and il as in illustrious or illiterate. These types of affixes are called assimilated prefixes. Some refer
to prefixes that change their pronunciation/spelling as Chameleon prefixes. This term is more easily understood by elementary students. Other
21
chameleon prefixes include in (meaning “in” – infield, import), en (meaning “cause to” as in enable or embrace), con meaning “together, with” as
in connect, collect, correct, commit, combine and compare), sub ( meaning “under, from below” as in subway, suffer, suggest, and suppose), ad
(meaning “to, toward” as in adjust, account, aggressive, appear, and assert), and ob (meaning “toward/ against” as in such words as obstruct,
occult, offend, and oppose).
READING COMPLEX TEXTS
CCSS requires students to read and comprehend a range of grade-level complex texts, including texts in the domains of English Language Arts,
science, history/social studies, technical subjects and the arts. Both close, analytic reading and comparing and synthesizing ideas across texts are
expected. Complex text is typified by a combination of longer sentences, a high proportion of less-frequent words, and a greater number and
variety of words with multiple meanings. In higher grade levels, complex text involves higher levels of abstraction, more subtle and
multidimensional purposes, and a wider variety of writing styles – all which place greater demands on working memory. Research is underway to
develop clear, common definitions for measuring text complexity that can be consistent across different curricula, publishers and content areas.
VERB TENSES
4th grade students will need to understand and apply their knowledge of verb tenses in both speaking and writing. There are three basic
tenses: present, past and future. Present tense expresses an unchanging, repeated or reoccurring action or situation that exists only now. Past
tense expresses an action or situation that was started and finished in the past. Most past tenses verbs end in -ed. The irregular verbs have
special past tense forms which must be memorized. Future tense expresses an action or situation that will occur in the future. The tense is
formed by using will/shall with the simple form of the verb, e.g. I will finish my coffee later. The future tense can also be expressed by using am,
is/are with going to, e.g., He is going to make the coffee. A third option is to use present tense form with an adverb or adverbial phrase to show
future time, e.g., He roasts the coffee beans tomorrow (tomorrow is a future time adverb). These simple verb tenses were taught in third grade.
4th grade students should also demonstrate understanding of the progressive tense (which was taught during 4th grade). Each of the three basic
tenses- present, past, and future has a progressive form, indicating ongoing action. Present progressive tense describes an ongoing action that
is happening at the same time the statement is written. This tense is formed by using am/is/are with the verb form ending in –ing. Past
progressive tense describes a past action which was happening when another action occurred. This tense is formed by using was/were with the
verb form ending in –ing. Future progressive tense describes an ongoing or continuous action that will take place in the future. This tense is
formed by using will be or shall be with the verb form ending in –ing. 4th grade students will learn about perfect tense next year, as 5th graders.
FIGURATIVE LANGUAGE
Figurative language is a type of language that varies from the norms of literal language, in which words mean exactly what they say. Figurative
language does not mean exactly what it says, but forces the reader or listener to make an imaginary leap in order to comprehend the speakers
or author’s point. Figurative language can facilitate understanding because it relates something unfamiliar to something familiar. Common
22
examples of figurative language include similes and metaphors. A simile makes a comparison between two otherwise unalike objects or ideas by
connecting them with the word “like” or “as” (e.g., She is as light as a feather; His face was as red as an apple). A metaphor is a comparison in
which one thing is said to be like another (e.g., He is just a big teddy bear). An idiom is a figure of speech that is so commonly used that
everyone recognizes the meaning (e.g., He had a frog in his throat; all his eggs in one basket; a chip on his shoulder; The new sport equipment
cost an arm and a leg; Winning was a piece of cake). An Adage is similar to an idiom. An adage is a traditional saying that is accepted by many
as true or at least partially true (e.g., The grass is always greener on the other side; It is always darkest before the dawn). A synonym for adage is
proverb. Such sayings as “a penny saved is a penny earned” or “a watched pot never boils” are considered to be proverbs. 4th graders will need
to be familiar with these specific figures of speech and understand the nonliteral nature of figurative language.
READING FLUENCY
Fluency is the ability to read a text accurately, quickly, and with expression. These three components of reading fluency are commonly referred
to as 1) rate; 2) accuracy; and 3) prosody. Rate is reading quickly enough to assure comprehension. But just reading fast is not the goal of
building students’ reading fluency skills. Reading too fast can compromise comprehension. Students must also be accurate, making few if any
reading errors. A minimum level of accuracy is 95% or making errors on five or less words for every 100 words read. In some instances, 95%
accuracy is not adequate to assure comprehension and the accuracy level will need to be closer to 98-100%. Prosody means reading, so the
language sounds “natural,” as if the reader was speaking and includes appropriate expression, phrasing, pausing, and attention to punctuation.
Appendix A on pages 120-121 includes an Oral Reading Fluency Chart (Hasbrouck and Tindal) that is helpful in determining if a student’s reading
rate is within grade-level expectations.
CLOSE READING
The concept of CLOSE Reading means paying especially close attention to what is printed on the page. It is a much more subtle and complex
process than the term might suggest. Close reading means not only reading and understanding the meanings of the individual printed words; it
also involves making yourself sensitive to the nuances and connotations of language as it is used by skilled writers. This can mean anything from
a particular works’ vocabulary, sentence construction, and imagery, to the themes that are being dealt with, the way in which the story is being
told, and the view of the world it offers. It involves almost everything from the smallest linguistic item to the largest issues of literary
understanding. Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and
methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to
understand the central ideas and key supporting details. It also enables students to reflect on the meaning of individual words and sentences;
the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an
understanding of the text as a whole.
23
ESSENTIAL ABBREVIATIONS
ORF …………… Oral Reading Fluency
WCPM …………… Words Correct per Minute
RL
………….. Reading Literature
I
…………… Introductory Phase
RI
………….. Reading Information Text
F
…………… Fluency Phase
SL
…………… Speaking and Listening
A
…………… Application Phase
L
…………… Language
CCSS
…………… Common Core State Standards
W
…………… Writing
CAS
…………… Colorado Academic Standards
EO
……………. Evidence Outcome
RF
……………. Reading Foundations
An additional note regarding Grade 4 Standards….
Standards are cumulative – students will continue to address earlier standards as needed while they attend to standards for
their grade. In 4th Grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen
their reading, writing, and oral language skills. Students should read, participate in discussions, and write daily. Literate
engagement means students are talking about, reading about, and writing about the concepts and topics they are learning.
Because the Approved Facility Schools’ Curriculum Calendars are built using ANCHOR STANDARDS from CCSS, there is strong
vertical alignment among the Standards beginning with Kindergarten and continuing through Grade 8. This allows teachers to
easily find standards from prior or earlier grades, as if they were using a “Scope and Sequence” that moves through each of the
nine Skill Clusters. See Appendix B for grade to grade progressions for all ANCHOR standards.
The vertical alignment via the Anchor Standards will also make it easier for teachers to plan instruction in multi-grade
classrooms.
24
AUG
SEPT
OCT
NOV
SL 4.1
I
F
F
A
A
SL 4.1a
I
F
F
A
A
SL 4.1b
I
F
F
A
A
SL 4.1c
I
F
F
A
A
SL 4.1d
I
F
F
A
A
Standard
DEC
JAN
SL 4.2
FEB
MAR
APR
MAY
Speaking and Listening (CCSS) /
Oral Expression and Listening
(CAS). GRADE 4
I
I
SL 4.4
I
SL 4.5
I
SL 4.6
I
= Introductory Phase
F
= Fluency /Continuing Phase
I
SL 4.3
This is the FULL YEAR Standards Checklist for
A
F
= Application/Review Phase
There are 6 Anchor Standards in CCSS. Standard
#1 has four sub-standards or components.
A
RED = Additional Standards/Evidence
Outcomes found in Colorado Standards (CAS).
25
Speaking & Listening
STANDARD
RL #1
AUG
SEPT
OCT
NOV
DEC
I
F
F
F
A
A
I
F
F
F
A
RL #2
RL #3
RL #4
I
I
F
F
F
JAN
FEB
MAR
APR MAY
This is the Standards
Checklist for Reading
Literature (RL) for Grade 4.
Introduction Phase
I
A
F
RL #5
RL #6
F
I
F
RL #7
Fluency/Continuing
Phase
F
I
F
Application/Review
Phase
A
I
RL Standard #10 is not
included. It is all inclusive.
RL #8
There is
RL #9
NO
Standard
#8
for
Reading
Literature
I
NOTES
F
Reading and comprehending
complex literary text, within
the appropriate grade-range
level, is expected throughout
all other standards. When RL
#10 appears in a calendar, it is
there to heighten awareness of
proficient reading expectations
26
Reading Literary Text
STANDARD
RI #1
RI #2
AUG
SEPT
OCT
NOV
DEC
I
F
F
F
A
I
F
F
F
I
F
RI #3
RI #4
I
RI #5
RI #6
F
JAN
A
RI #9
A
A
F
F
I
F
F
RI #7
RI #8
MAR
A
F
I
FEB
I
I
F
I
F
F
APR MAY
NOTES
This is the Standards
Checklist for Reading
Informational Text (RI) for
Grade 4.
Introduction Phase
I
Fluency/Continuing
Phase
F
Application/Review
Phase
A
RI Standard #10 is not
included. It is all inclusive.
Reading and comprehending
complex literary text within the
appropriate grade-range level
is expected throughout all
other standards. When RL #10
appears in a calendar, it is
there to heighten awareness of
proficient reading expectations
27
Reading Informational
Tracking Writing Standards on a Full Year Checklist is challenging since there are many differences between CCSS and CAS in this area. While CAS has some additional
standards not found in CCSS, most of the differences are organizational. Colorado has chosen to embed most of the Language Standards from CCSS into the area of Writing.
Therefore the Checklists for Writing will be organized differently for tracking purposes. Charts found on pages 28, 29 and 30 will represent the progression of ANCHOR
Standard #1 (Argument and Persuasive Writing), ANCHOR Standard #2 (Informational/Explanatory Writing), and ANCHOR Standard #3 (Narrative Writing).
AUG
SEPT
OCT
I
F
W4.1a
4.3.1.a.i
I
W4.1b
4.3.1.a.ii
W4.1c
4.3.1.a.iii
Standard
W4.1
NOV
DEC
JAN
FEB
MAR
APR
F
F
A
F
F
F
A
I
F
F
F
A
I
F
F
F
A
RWC4.3.1.a
W4.1d
4.3.1.a.iv
I
F
F
F
A
MAY
This is the FULL YEAR Standards
Checklist for WRITING OPINIONS
(ARGUMENTS) in grade 4
I
= Introductory Phase
F
= Fluency /Continuing Phase
A
= Application/Review Phase
This chart represents ANCHOR
STANDARD W 4.1
RED = Additional Standards/Evidence
Outcomes found in Colorado
Standards (CAS).
28
Writing Arguments
OCT
NOV
W4.3
4.3.1.b
I
F
W4.3a
4.3.1.b.i
I
F
F
F
W4.3b
4.3.1.b.iii
I
F
F
F
W4.3c
4.3.1.b.iv
I
F
F
F
W4.3d
6.3.1.a.v
I
F
F
F
W4.3e
4.3.1.b.vi
I
F
F
F
No CCSS
4.3.1.b.ii
I
Standard
No CCSS
4.3.1.c
AUG
SEPT
DEC
JAN
FEB
F
MAR
APR
MAY
F
This is the FULL YEAR Standards
Checklist for WRITING
F
F
F
I
F
NARRATIVE TEXT in grade 4
I
= Introductory Phase
F
= Fluency /Continuing Phase
A
= Application/Review Phase
This chart represents ANCHOR
STANDARD W 4.3
RED = Additional Standards/Evidence
Outcomes found in Colorado
Standards (CAS).
29
Writing Narratives
NOV
DEC
JAN
MAR
APR
W4.2
4.3.2.a
I
F
F
F
A
This is the FULL YEAR Standards
W4.2a
4.3.2.a.i
I
F
F
F
A
I
F
F
F
A
INFORMATIONAL
/EXPLANATORY TEXT- grade 4
W4.2b
4.3.2.a.v
W4.2c
4.3.2.a.vi
I
F
F
F
A
W4.2d
4.3.2.a.vii
I
F
F
F
A
W4.2e
4.3.2.a.viii
I
F
F
F
A
No CCSS
4.3.2.a.ii
I
F
F
F
A
No CCSS
4.3.2.a.iii
I
F
F
F
A
No CCSS
4.3.2.a.iv
I
Standard
AUG
SEPT
OCT
F
F
FEB
F
A
MAY
Checklist for WRITING
I
= Introductory Phase
F
= Fluency /Continuing Phase
A
= Application/Review Phase
This Chart represents ANCHOR
STANDARD W 4.2
RED = Additional Standards/Evidence
Outcomes found in Colorado
Standards (CAS).
30
Writing Informational
AUGUST
CLUSTER
SKILL
GRADE 4: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
Anchor CCSS
Standard
CAS
Standards/Evidence Outcomes
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
Possible Student
Lesson Objectives
Notes
BLUE =
alert to linkages in
other Skills Cluster
AUGUST INTRODUCTORY PHASE
Speaking and
Listening
SL #1
SL 4.1
RWC
4.1.1.a
SL #1
SL 4.1a
RWC
4.1.1.a.i
SL #1
SL4.1b
RWC
4.1.1.a.ii
SL #1
SL4.1c
RWC
4.1.1.a.iii
SL #1
SL4.1d
RWC
4.1.1.a.iv
L #1
L4.1
RWC
4.3.3.f
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas
and expressing their own clearly.
•
Come to discussions prepared having
read or studied required materials;
explicitly draw on that preparation and
other information known about the
topic to explore ideas under
discussion.
•
Follow agreed-upon rules for
discussions and carry out assigned
roles.
•
Pose and respond to specific
questions to clarify or follow up on
information, and make comments that
contribute to the discussion and link
to the remarks of others.
•
Review the key ideas expressed and
explain their own ideas and
understanding in light of the
discussion.
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
•
Use relative pronouns (who, whose,
which, that) and relative adverbs
Introduce expectations
for collaborative and
productive small and
large group discussions
and work groups for the
school year.
Introduce and set
expectation for the use of
Standard English (L4.1)
during all instructional
and discussion activities.
The most common
relative pronouns are
who/whom, whoever,
whomever, whose, that
and which. Relative
pronouns introduce
relative clauses, which
area type of dependent
clause. Relative clauses
modify a word, phase, or
idea in the main clause
31
AUGUST
L #1
L4.1a
RWC
4.3.3.f.i
(where, when, why).
e.g., The house that Jack
built is large. The only
possessive relative
pronoun in English is
whose: the antecedent of
“whose” can be both
people and things,( e.g.,
The family whose…The
books whose author…).
Like relative pronouns,
relative adverbs
introduce relative
clauses. Examples
include: when, where,
why, whatever, and
wherever (e.g., The
reason why worry kills
more people than work is
that more people worry
than work.)
Phonological
Awareness
Phonics,
Decoding and
Morphology
RF #3
RF4.3
RWC
4.2.3.a
RF4.3a
RWC
4.2.3.a.i
Assess and verify existence of solid
th
phonological awareness skills for all 4
grade students. The omission of this
expectation/anchor standard RF #2 is based
on an assumption of prior mastery. Because
underlying deficit(s) in phonological processing
are among the most common root cause(s) of
underachievement in reading, such
assumptions must be verified for any students
demonstrating difficulties in reading and/or
spelling.
See K-1expectations and
learning progression if
there are concerns in this
area.
Know and apply grade-level phonics and word
analysis skills in decoding words.
This is an implied EO…see
Vocabulary section
below and L4.4b (CCSS).
You cannot use Greek
combining forms and
Latin affixes/roots until
you have been explicitly
taught/learned them.
•
RF #3
Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and affixes)
32
AUGUST
to read accurately unfamiliar
multisyllabic words in context and out
of context.
RWC
4.2.3.c.iii
RF #3
Vocabulary
Read and understand words with
common prefixes ( un-, re-, dis-) and
derivational suffixes ( -ful, -ly, ness)
•
Read multisyllabic words with or
without inflectional and derivational
suffixes
RWC
4.2.3.c.v
RF #3
Encoding
(spelling)
•
L #2
L4.2
L #2
L4.2d
L #4
L4.4
L #4
L4.4b
L #4
L4.4c
RWC
4.3.3.g
•
RWC
4.2.3c.ii
RWC
4.2.3.c.vii
See Glossary, beginning
on Page 20, for an
explanation of
Morphology and the two
types of suffixes.
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
RWC
4.3.3.g.iv
RWC
4.2.3.c
This should be a
continuous weekly
activity that builds on
and expands knowledge
and skills in morphology
taught in prior grades.
Spell grade-appropriate words
correctly, consulting references as
needed.
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 4 reading and content,
choosing flexibly from a range of strategies.
•
Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word (e.g.,
telegraph, photograph, autograph).
•
Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation or determine or clarify
the precise meaning of key words and
phrases.
Standard L4.4c (immediately above) implies
that students have been explicitly taught
how to use reference tools, such as the
dictionary. Such a strategy is only useful if
See notes above in
Phonics, Decoding and
Morphology. This EO
requires students to use
Greek Combining-Forms
and Latin affixes and
roots they have learned
as a strategy to
determine unfamiliar
word meaning. The
second Strategy is the
use of reference
materials. Additional
strategies will be
introduced in following
months.
33
AUGUST
students are proficient in using the
dictionary and understanding use/purpose
of guidewords, discerning the meaning of
dictionary abbreviations, and accurately
deciphering phonetic pronunciation
symbols. An even more essential skill is
the automatic grasp and use of the
alphabet sequence for alphabetizing and
the rapid location of words within a
dictionary.
Fluency
Comprehension
L #6
L4.6
RF #4
RF4.4
RF #4
RF4.4a
R #1
RL4.1
R #1
R #1
RI4.1
RWC
4.2.3.e
RWC
4.2.3.b
RWC
4.2.3.b.i
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases, including those
that signal precise actions, emotions, or states
of being (e.g., quizzed, whined, stammered)
and that are basic to a particular topic (e.g.,
wildlife, conservation, and endangered when
discussing animal preservation).
Read with sufficient accuracy and fluency to
support comprehension.(See pages 120-121
for ORF Tables and grade-level expectations.)
•
Read grade-level text with purpose
and understanding.
RWC
4.2.1.a.i
Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text
(LITERARY Text).
RWC
4.2.1.a.ii
Identify and draw inferences about setting,
characters, (such as motivations, personality
traits) and plot.
RWC
4.2.2.a.i
Vocabulary learning (L
#6) is essential in
academic achievement.
This should be a daily,
year-long focus.
Students in grade 4
should be able to read
grade level texts with
98% accuracy and
beginning of the year
fluency, as measured by
WCPM, should be a
minimum of 94 words
correct per minute
(50%ile). See Page 121.
Reading selections for 4th
students need to include
both literary and
Information texts this
month.
Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text
(INFORMATIONAL Text).
34
AUGUST
Writing
W #10
W.4.10
W #1
This CCSS
Standard
is not
explicitly
found in
CAS. It is
implied in
CAS that
students
routinely
write.
Write routinely over extended times frames
(time for research, reflections, and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline specific
tasks, purposes, and audiences.
W #10 is a broad, overarching standard in the
area of Writing. It is a
continuous standard that
conveys the expectation
that students are
consistently asked to use
literate engagement
strategies (discussing,
reading and writing
about what they are
learning) daily.
W4.1
RWC
4.3.1.a
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information
W #1
W4.1a
RWC
43.1.a.i
W #1
W4.1b
RWC
4.3.1.a.ii
W4.1c
RWC
4.3.1.a.iii
This month students will
be introduced to the first
of three text structures
(Arguments and
Persuasive Writing At the
4th grade level, this type
of writing is at the level
of “writing opinions.”
The second structure
(Narrative Writing) will
be introduced in October
and the third type
(Informational and
Explanatory Writing will
be introduced in
November.
W #1
W4.1d
RWC
4.3.1.a.iv
W #5
W4.5
RWC
4.3.3.b
W #1
•
Introduce a topic or text clearly, state
an opinion, and create an
organizational structure in which
related ideas are grouped to support
the writer’s purpose.
•
Provide reasons that are supported
by facts and details.
•
Link opinion and reasons using words
and phrases (e.g., for instance, in
order to, in addition)
•
Provide a concluding statement or
section related to the opinion
presented.
With some guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, and editing.
W #5 is an ongoing
standard that is
embedded in all other
writing standards. It will
be continuously revisited
throughout the year.
Specifics from Language
Standards (CCSS) #1-3
(Conventions of
Standard English), are
linked to this standard,
(e.g., editing for
grammar and usage,
spelling, capitalization,
and punctuation) and
include command of
Standards/EOs up to and
35
AUGUST
L #1
L4.1
RWC
4.3.3.f
L #1
L4.1a
RWC
4.3.3.f.i
L #1
L4.1f
L #2
L4.2
L #2
L.4.2a
RWC
4.3.3.f.vii
RWC
4.3.3.g
RWC
4.3.3.g.i
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
•
Use relative pronouns (who, whose,
whom, which that) and relative
adverbs (where, when, why).
•
Produce complete sentences,
recognizing and correcting
inappropriate fragments and run-ons.
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling.
•
Use correct capitalization.
The expectation for the use of correct
capitalization (above) implies students
receive direct instruction and practice in
using proper capitalization with the
following (which have not been explicitly
stated previously ):
•
Family relationships, when used as
proper nouns (e.g., I sent a present
to Aunt Mary and a card to all my
other aunts.)
•
Capitalizing the name of God,
specific deities, religious figure,
and holy books, but not the
nonspecific use of the word “god”
(e.g., Savior, Lord, Redeemer,
Messiah).
•
Titles preceding names, but not
tiles following names (e.g., She
spoke to Mayor Smith. She
interviewed Tom Smith, mayor of
Tiny Town.)
•
Directions that are names (North,
including Grade 4.
L4.1 and L4.1a are also
introduced this month in
the Speaking and
Listening skills cluster.
Refer to Pages 31-32 for
explanation of relative
pronouns and relative
adverbs.
L4.2a (4th Grade) is the
last time/grade
capitalization is
mentioned explicitly in
any standards. Students
in Kindergarten, learned
to capitalize the pronoun
I and the first word in a
sentence. Grade 1
students learned to
capitalize dates and
names of people. In 2nd
grade, students learned
to capitalize holidays,
product names, and
geographic names. 3rd
grade students learned
to capitalize words in
titles. In order to meet
the expectation for using
correct capitalization, 4th
graders must be
introduced to any
additional capitalization
rules that have not been
explicitly mentioned in
the Standards. See
implied content in green.
36
AUGUST
South, East, West) when used as
sections of the country, but not
compass directions (e.g., Pete
moved to the Northwest, His home
is two mile west of Seattle.)
•
The names of nationalities and
specific languages (e.g., He speaks
Spanish. The French love wine.)
•
Any use of days of the week or
months, but generally not seasons,
unless they are used in a title (e.g.,
The temperature always drops in
the winter. The Winter 2012
semester is about to begin.)
•
The first word in a sentence that is
a direct quote (e.g., Mark Twain
once said, “I love rafts.”
•
Members of national, political,
racial, social, civic, and athletic
groups (e.g., Democrats, Green
Bay Packers, Friends of the
Library).
•
Historical periods and events, but
not century numbers (e.g.,
Victorian Era, Great Depression,
eighteenth century, Ice Age,
Colonial days).
•
Words and abbreviations of
specific names, but not those that
are now generally/commonly used
(e.g., Freudian but not pasteurized
or french fries, UN, CBS).
•
Trade marks (e.g., Coke, Pepsi,
IBM, Microsoft Word, Legos).
•
Names or synonyms for flags (e.g.,
Old Glory, Union Jack)
37
AUGUST
•
Traditionally, the first word in
every line of poetry. This is not
true in nontraditional forms.
Research and
Reasoning
38
AUGUST
SEPTEMBER
CLUSTER
SKILL
GRADE 4: READING, WRITING AND COMMUNICATING (English Language Arts)
Anchor
CCSS
CAS
Standard
Standards/Evidence Outcomes Possible Student
Lesson Objectives
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
Notes BLUE =
alert to linkages in
other Skill Cluster(s)
SEPTEMBER INTRODUCTORY PHASE
Listening and
Speaking
L #1
L4.1
RWC
4.3.3.f
L #1
L4.1b
RWC
4.3.3.f.ii
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
•
Form and use the progressive
(e.g., I am walking, I was walking; I
will be walking) verb tenses.
In English there are three
basic tenses; present,
past and future. Each has
a progressive form,
indicating ongoing action.
Present progressive tense
describes an ongoing
action that is happening
at the same time the
statement is written. This
tense is formed by using
am/is/are with the verb
form ending in –ing. Past
progressive tense
describes a past action
which was happening
when another action
occurred. This tense is
formed by using
was/were with the verb
form ending in –ing.
Future progressive tense
describes an ongoing or
continuous action that
will take place in the
future. This tense is
formed by using will be or
shall be with the verb
form ending in –ing.
39
SEPTEMBER
Phonological
Awareness
Refer to earlier grade
level expectations if there
are concerns for
proficiency with
Phonological Processing
and/or Phonemic
Awareness skills.
Phonics,
Decoding and
Morphology
Encoding
Vocabulary
L #4
L #4
Fluency
L4.4a
RWC
4.2.3.c.i
•
Use context (e.g., definitions,
examples, or restatements in text)
as a clue to the meaning of a word
or phrase.
RWC
4.2.3.c.vi
•
Infer meaning of words using
explanations offered within a text
Nothing new this month for those who read
at a grade 4 appropriate rate and accuracy
level (at or exceeding 94 WCPM with 98%
accuracy). See notes and/or Pages 120121.
L4.4a and RWC4.2.3.c.vi
are two additional
strategies to augment
ANCHOR standard L4.4. .
Four (4) EOs/strategies
have been introduced to
students to use when
determining the meaning
of unfamiliar words.
There are now a total of
four (4) EOs/strategies
introduced to aid in
determining the meaning
of unfamiliar words.
Students not meeting the
grade 4 expectation (94
WCPM /98% accuracy)
will need focused fluency
instruction and
intervention. See
Glossary, beginning on
Page 20, for a complete
description of Reading
Fluency.
40
SEPTEMBER
Comprehension
R #2
RL4.2
R #2
R #2
RWC
4.2.1a.iii
RWC
4.2.1.c.iii
RI4.2
RWC
4.2.2.a.ii
RWC
4.2.2.b.iv
R #2
Determine a theme of a story, drama, or
poem from details in the text; summarize the
text (LITERARY Text).
Summarize text by identifying important
ideas and sequence and by providing
support details, while maintaining sequence.
Determine the main idea of a text and
explain how it is supported by key details:
summarize the text (INFORMATIONAL
Text).
Again this month,
students will need to be
reading both literature
and Informational text.
Key Comprehension
concepts introduced this
month include main idea,
supporting details, and
summarization.
Identify conclusions
Writing
Students continue (see
Fluency Phase) to focus
on the first of three
writing structures –
Writing Opinions
(Arguments and
Persuasive Writing).
Also see Fluency Phase for
continuing focus on
capitalization.
L #1
L4.1
RWC
4.3.3.f
RWC
L #1
L4.1.b
4.3.3.f.ii
Demonstrate command of the conventions of
Standard English grammar and usage when
writing or speaking.
•
L6.1e is also introduced
in Speaking and Listening
this month. See Page 39
for explanation of
progressive verb tenses.
Form and use the progressive
(e.g., I am walking, I was walking; I
will be walking) verb tenses.
Research &
Reasoning
41
SEPTEMBER
SEPTEMBER CONTINUING/FLUENCY PHASE
Speaking and
Listening
SL #1
SL #1
SL #1
SL 4.1
RWC
4.1.1.a
SL4.1a
RWC
4.1.1.a.i
SL4.1b
SL #1
SL4.1c
SL #1
SL4.1d
RF #3
RF4.3
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade
4 topics and texts, building on others’ ideas
and expressing their own clearly.
•
Come to discussions prepared
having read or studied required
materials; explicitly draw on that
preparation and other information
known about the topic to explore
ideas under discussion.
•
Follow agreed-upon rules for
discussions and carry out assigned
roles.
•
Pose and respond to specific
questions to clarify or follow up on
information, and make comments
that contribute to the discussion
and link to the remarks of others.
•
Review the key ideas expressed
and explain their own ideas and
understanding in light of the
discussion.
RWC
4.1.1.a.ii
RWC
4.1.1.a.iii
RWC
4.1.1.a.iv
Students will need to
learn and apply all aspects
and components of being
an effective discussion
participant. This month,
students should be
provided with adequate
practice, reinforcement
and feedback within a
variety of discussion types
and topics.
Phonological
Awareness
Phonics,
Decoding and
Morphology
RWC
4.2.3.a
Know and apply grade-level phonics and
word analysis skills in decoding words.
•
RF #3
RF4.3a
RWC
4.2.3.a.i
Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
See Glossary, beginning
on Page 20, for
explanation of
morphology and suffixes.
42
SEPTEMBER
RWC
4.2.3.c.iii
RF #3
RWC
4.2.3.c.v
RF #3
Encoding
Vocabulary
L #2
L4.2
RWC
4.3.3.g.
L #2
L4.2d
RWC
4.3.3g.iv
L #4
L5.4
RWC
4.2.3.c
L #4
L4.4b
RWC
4.2.3.c.ii
L#4
L4.4c
•
Read and understand words with
common prefixes (un-, re-, dis-)
and derivational suffixes ( ful, -ly,
-ness)
•
Read multisyllabic words with or
without inflectional and
derivational suffixes
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
•
RWC
4.2.3.c.vii
Spell grade-appropriate words
correctly, consulting references as
needed.
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 4 reading and content,
choosing flexibly from a range of strategies.
•
Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word
(e.g., telegraph, photograph,
autograph).
•
Consult reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation of a word
or determine or clarify meaning of
key words and phrases.
Standard L4.4c (immediately above)
implies that students have been explicitly
taught how to use reference tools, such
as the dictionary. Such a strategy is only
useful if students are proficient in using
This implies recall and use
of knowledge of English
orthography, syllable
patterns and Latin word
building structures
previously taught in
grades K-3, as well as
current learning of grade
4 specific words and
morphology.
Continue teaching and
reinforcing the use of
these EOs/strategies for
determining meaning of
unfamiliar words. NOTE:
Students are introduced
to two (2) additional
strategies this month
(L4.4a & RWC4.2.3.c.vi).
See September
Introductory Phase page
40.
43
SEPTEMBER
the dictionary and understanding
use/purpose of guidewords, discerning
the meaning of dictionary abbreviations,
and accurately deciphering phonetic
pronunciation symbols. An even more
essential skill is the automatic grasp and
use of the alphabet sequence for
alphabetizing and the rapid location of
words within a dictionary.
L #6
L4.6
RWC
4.3.2.e
Fluency
RF #4
RF4.4
RF #4
RF4.4a
RWC
4.2.3.b
RWC
4.2.3.b.i
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases; including those
that signal precise actions, emotions, or
states of being (e.g., quizzed, whined,
stammered) and that are basic to a particular
topic (e.g., wildlife, conservation, and
endangered when discussing animal
preservation).
Read with sufficient accuracy and fluency to
support comprehension.(See pages 120-121
for ORF Tables and grade-level
expectations.)
•
Read grade-level text with purpose
and understanding.
th
Implied that all 4 grade students’
reading fluency is being monitored, either
informally for those who met beginning of
the year expectation and formally
progress monitored for those who did not
meet expectation and are receiving
explicit intervention.
Continue to provide
students direct
instruction and practice
with general and content
specific academic
vocabulary
Students in grade 4
should be able to read
grade level texts with 98%
accuracy and beginning of
the year fluency, as
measured by WCPM,
should be a minimum of
94 words correct per
minute (50%ile). See
Page 121.
44
SEPTEMBER
Comprehension
R #1
RL 4.1
R #1
Writing
RI#1
RI 4.1
W #1
W4.1
W #1
W4.1.a
W #1
W4.1.b
RWC
4.2.1.a.i
Refer to details and examples in text when
explaining what a text says explicitly and
when drawing inferences from the text
(LITERARY Text).
RWC
4.2.1.a.ii
Identify and draw inferences about setting,
characters (such as motivations, personality
traits), and plot
RWC
4.2.2.a.i
RWC
4.3.1.a
RWC
4.3.2.a.i
RWC
4.3.2.a.ii
•
Provide reasons that are supported
by facts and details.
RWC
4.3.2.a.iii
•
Link opinion and reasons using
words and phrases (e.g., for
instance, in order to, in addition)
•
Provide a concluding statement or
section related to the opinion
presented.
W #1
W4.1.d
RWC
4.3.2.a.iv
W4.5
RWC
4.3.3.c
W #10
W4 .10
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information
Introduce a topic or text clearly,
state an opinion, and create an
organizational structure in which
related ideas are grouped to
support the writer’s purpose.
W4.1.c
W #5
Refer to details and examples in text when
explaining what a text says explicitly and
when drawing inferences from the text
(INFORMATIONAL Text).
•
W #1
Implied
Continue to practice and
reinforce close reading of
Literature and
Information text. Offer
students plenty of
opportunities to use
evidence from text to
support explicit and
inferential analysis.
With some guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, and editing.
Write routinely over extended times frames
(time for research, reflections, and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline specific
Students continue to
work on writing opinions
(arguments and
persuasive) pieces this
month. Reinforce
standard W #1, including
the 4 components/EOs
(listed here) that were
introduced last month.
W #5 is an ongoing
standard that is
embedded in all other
writing standards. It will
be continuously revisited
throughout the year. W
#5 is an ongoing standard
that is embedded in all
other writing standards. It
will be continuously
45
SEPTEMBER
tasks, purposes, and audiences.
L #2
L4.2
L #2
L4.2a
L #1
L 4.1
L #1
L #1
L4.1a
L4.1f
RWC
4.3.3.g
RWC
4.3.3.g.i
RWC
4.3.3.f
RWC
4.3.3.f.i
RWC
4.3.3.f.vii
Demonstrate command of the conventions of
standard English capitalization,
punctuation, and spelling when writing.
•
Use correct capitalization.
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
•
•
Use relative pronouns (who,
whose, whom, which, that) and
relative adverbs (where, when,
why).
revisited throughout the
year.
W #10 is included as an
on-going reminder of the
expectations for daily
writing for a variety of
tasks, purposes, and
audiences.
See notes and implied
EOs related to knowledge
and use of capitalization
on Pages 36, 37 and 38.
See Pages 31-32 for
description of relative
pronouns and adverbs.
Produce complete sentences,
recognizing and correcting
inappropriate fragments and runons.
Research and
Reasoning
46
SEPTEMBER
OCTOBER
GRADE 4: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
OCTOBER INTRODUCTORY PHASE
CLUSTER
SKILL
Anchor CCSS CAS
Standard
Standards/Evidence Outcomes
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
Possible Student
Lesson Objectives
Notes BLUE =
alert to linkages in
other Skill Cluster(s)
Speaking and
Listening
Phonological
Awareness
Phonics,
Decoding and
Morphology
Encoding
(Spelling)
It is implied by Standard L #2 / RWC 4.3.3g
(Demonstrate command of the conventions
of English spelling when writing) that
students are being taught correct spelling
patterns for prefixes, including Chameleon
prefixes, and for derivational suffixes when
taught Latin roots and affixes.
It is also implied by CAS standard
RWC4.2.3.c.iv (introduced this month in
Vocabulary cluster below) that grade 4
students know and can use accurate
spelling for irregular past tense verbs, e.g.,
write/wrote. catch/caught, teach/taught.
Vocabulary
L #4
L4.4
RWC
4.2.3.c
Determine or clarify the meaning of an unknown
word and multiple-meaning words and phrases
based on grade 4 reading and content,
Chameleon prefixes are
those that change their
spelling to better match
the root or base word,
e.g., il, in, im, ir.
Derivational suffixes are
those that change a
word’s part of speech,
e.g., tion, sion, able, ible,
etc. See Glossary,
beginning on Page 20 for
further information
regarding prefixes and
morphology.
This strategy (RWC 4.2.3.c)
is found in CAS but not in
CCSS. Links to ANCHOR L
47
OCTOBER
choosing flexibly from arrange of strategies.
RWC
4.2.3.c.iv
L #4
Fluency
RF #4
RF4.4
RWC
4.2.3.b
•
Comprehension
Writing
Read and understand words that
change spelling to show past tense:
write/wrote, catch/caught, teach/taught
Read with sufficient accuracy and fluency to
support comprehension.
•
Read on-level prose and poetry orally
with accuracy, appropriate rate, and
expression on successive readings.
RF #4
RF4.4b
RWC
4.2.3.b.ii
R #4
RL4.4
RWC
4.2.1b.i
Determine the meaning of words and phrases
as they are used in a text, including those that
allude to significant characters in mythology
(e.g., Herculean). (LITERARY Text).
R #4
RI4.4
RWC
4.2.2.b.i
Determine the meaning of general academic
and domain-specific words or phrases in a text
relevant to a grade 4 topic or subject area
(INFORMATIONAL Text).
R #8
RI4.8
RWC
4.2.2.c.ii
Explain how an author uses reasons and
evidence to support particular points in a text,
(INFORMATIONAL Text).
R #6
RI4.6
W #9
W4.9
RWC
4.2.2.b.iii
RWC
4.4.1.c
#4 and L4.4a, L4.4b, and
L4.4c.
Compare and contrast a firsthand and
secondhand account of the same event or topic;
describe the difference in focus and the
information provided (INFORMATIONAL Text).
Implied that students are or have been
directly and explicitly taught the use of
‘compare and contrast” thinking and
analysis and understand the difference
between first hand and second hand
accounts.
Draw evidence from literary or informational
texts to support analysis, reflection and
research.
•
Apply grade 4 Reading standards to
RF4.4b is a new addition
to Fluency this month and
focuses on the three
essential aspects of
fluency: rate, accuracy
and prosody. See
Glossary, beginning on
Page 20 for explanation of
Reading Fluency.
Students in grade 4 should
be introduced to the origin
and meaning of such
phrases as: a Herculean
effort, a Trojan horse,
Pandora’s box, Achilles
heel, Midas touch. They
should also begin to
develop an appreciation
for the origin of such
common words as Nike (
goddess of success), Titan
(giant), Nemesis (god of
revenge), Atlas (strength),
Adonis (beauty), Echo
(repetition), Tantalus
(origin of word tantalize)
Odyssey (adventure /
journey). Please note:
Not all Greek mythology is
suitable for 4th grade
students.
ANCHOR Standard W #9 is
a direct link to Reading
ANCHOR Standard R #8
and Reading
48
OCTOBER
W #9
W4.9b
W #3
W4.3
W #3
W4.3a
W #3
W4.3b
W #3
W4.3c
W #3
L #2
L #2
RWC
4.3.1.b
W4.3d
W4.3e
informational text (e.g., Explain how
an author uses reasons and evidence
to support particular points in a text”).
Write narratives to develop real or imagined
experiences or events using effective
technique, descriptive details, and clear event
sequences.
•
RWC
43.1.b.i
RWC
4.3.1.b.ii
W #3
W #3
RWC
4.4.1.c.ii
•
Choose planning strategies to support
text structure and intended outcomes
•
Use dialogue and description to
develop experiences and events or
show the responses of characters to
situations.
•
Use a variety of transition words and
phrases to manage the sequence of
events.
•
Use concrete words and phrases and
sensory details to convey experiences
and events precisely.
•
Provide a conclusion that follows from
the narrated experiences or events.
RWC
4.3.1.b.iii
RWC
4.3.1.b.iv
RWC
4.3.1.b.v
RWC
4.3.1.b.vi
L4.2
RWC
4.3.3.g
L4.2b
RWC
4.3.3.g.ii
Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally.
Informational Text
Standard # RI4.8. They all
relate to reading,
analyzing and writing
arguments or analyzing
other’s arguments and
writing about that
analysis. Writing opinions
(Arguments) remains in
the Continuing/Fluency
Phase this month.
This month students are
introduced to the second
of three text structures
(Narrative Writing).
Introduce writing
narratives, including
strategies for planning.
There are 5 EOs/sub
components in CCSS and
CAS for students in grade
4 related to writing
narratives. RWC4.3.1.b.ii
is found only in CAS.
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
•
Use commas and quotation marks to
mark direct speech and quotations
from a text.
49
OCTOBER
L #1
L #4
L4.1
L4.1d
RWC
4.3.3.f
RWC
4.3.3.f.iv
Demonstrate command of the conventions of
standard English grammar and usage when
writing and speaking.
•
Order adjectives within sentences
to conventional patterns (e.g., a
small red bag rather than a red small
bag).
Adjectives make writing
more interesting and
descriptive. Effective use
of adjectives in narrative
writing is essential.
Adjectives help the
reader/listener form a
picture in her mind. There
is an order of adjectives
that native speakers of
English typically follow.
The typical order is:
Opinion (e.g. good, bad,
smart); Appearance,
including size, shape,
appearance (big, square,
jagged); Age (e.g., new,
old, young); Color (e.g.,
red, greenish); Origin (e.g.,
American, Spanish); and
Material (e.g., granite,
cotton, steel).
EXAMPLE: The clever,
miniature, new, yellow,
Italian marble mousetrap
is a sight to behold!
Research and
Reasoning
W #9
RWC
4.4.2.a
W #9
RWC
4.4.2.b
W #9
W #9
Consider negative as well as positive
implications of their own thinking or behavior, or
others thinking or behavior
State, elaborate, and give an example of a
concept (for example, state, elaborate and give
an example of friendships or conflict)
RWC
4.4.2.c
Identify the key concepts and ideas they and
others use
RWC
4.4.2.d
Ask primary questions of clarity, significance,
relevance, accuracy, depth, and breadth
These 4 CAS only EOs
(from CAS Standard #4:
Research and Reasoning)
are introduced this month.
These CAS EOs link to
W4.9 and W4.9b which
are also introduced this
month. AS students draw
evidence from
informational texts to
analyze, reflect upon, or
use during research
activities, they will need
instruction/ direction in
considering implications,
identifying key concepts
and asking clarifying
questions.
50
OCTOBER
OCTOBER FLUENCY/CONTINUATION PHASE
Speaking and
Listening
SL #1
SL 4.1
RWC
4.1.1.a
SL #1
SL4.1.a
RWC
4.1.1.a.i
•
Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation and
other information known about the
topic to explore ideas under
discussion.
SL #1
SL4.1b
RWC
4.1.1.a.ii
•
Follow agreed upon rules for
discussions and carry out assigned
roles.
•
Pose and respond to specific questions
to clarify or follow-up on information,
and make comments that contribute to
the discussion and link to the remarks
of others.
•
Review the key ideas expressed and
explain their own ideas and
understanding in light of the
discussion.
SL #1
SL #1
L #1
SL4.1c
SL4.1d
L4.1
L #1
L4.1a
L #1
L4.1b
RWC
4.1.1.a.iii
RWC
4.1.1.a.iv
RWC
4.3.3.f
RWC
4.3.3.f.i
RWC
4.3.3.f.ii
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4
topics and texts building on others’ ideas and
expressing their own clearly.
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
•
Use relative pronouns (who, whose,
whom, which, that) and relative
adverbs (where, when, why).
•
Form and use progressive (e.g., I was
walking; I am walking; I will be walking)
verb tenses.
Continue to provide
practice and guidance in
establishing and
maintaining effective
group discussions,
including small group,
large/classroom group and
teacher led discussions.
Monitor students’ use of
standard English grammar
and usage during
instruction and discussion.
See 31-32 for notes
related to relative
pronouns and adverbs.
See Glossary, beginning
on Page 20, for
description of verb tenses
and Page 39 for notes on
progressive verb tenses.
51
OCTOBER
Phonological
Awareness
Phonics,
Decoding and
Morphology
RF #3
RF #3
RF4.3
RF4.3a
RF #3
RWC
4.2.3.c.v
L #2
L4.2
L #2
L4.2d
Know and apply grade-level phonics and word
analysis skills in decoding words.
•
Use combined knowledge of all lettersound correspondences,
syllabication patterns, and
morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic
words in context and out of context.
•
Read and understand words with
common prefixes ( un-, re-, dis-) and
derivational suffixes (-ful, -ly, -ness)
RWC
4.2.3.a.i
RWC
4.2.3.c.iii
RF #3
Encoding
RWC
4.2.3.a
RWC
4.3.3.g
•
Demonstrate command of the conventions of
Standard English capitalization, punctuation,
and spelling when writing.
•
RWC
4.3.3.g.iv
Read multisyllabic words with or
without inflectional and derivational
suffixes
Spell grade-appropriate words correctly
consulting references as needed.
Continue with weekly
lessons to build pool of
known Latin roots and
affixes and Greek
combining-forms. Monitor
students for accurate
decoding and
review/reteach phonics,
syllable structures and
morphology taught during
prior grades as needed.
See Glossary, beginning on
Page 20 for explanation of
Morphology. Notes on
Derivational Suffixes can
also be found in the
Glossary.
L4.2 implies recall and use
of knowledge of English
orthography, syllable
patterns and Greek/Latin
word building structures
previously taught grade K4 as well as current
learning of grade specific
words and morphology.
52
OCTOBER
Vocabulary
L #6
L4.6
RWC
4.2.3.e
Acquire and use accurately grade-appropriate
general academic and domain specific words
and phrases, including those that signal precise
actions, emotions, or states of being (e.g.,
quizzed, whined, stammered) and that are basic
to a particular topic (e.g., wildlife, conservation,
and endangered when discussing animal
preservation).
L #4
L4.4
RWC
4.2.3.c
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 4 reading and content, choosing
flexibly from a range of strategies.
L #4
L4.4a
RWC
4.2.3.c.i
L #4
L4.4b
RWC
4.2.3.c.ii
L #4
Fluency
RWC
4.2.3.c.vi
L #4
L4.4c
RF #4
RF4.4
RF #4
RF4.4a
•
Use context (e.g., definitions,
examples, or restatements in the text)
as a clue to the meaning of a word or
phrase.
•
Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word
(e.g., telegraph, photograph,
autograph).
•
Infer meaning of words using
explanations offered in a text
•
Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine or
clarify meaning of key words and
phrases.
RWC
4.2.3.c.vii
RWC
4.2.3.b
RWC
4.2.3.b.i
Read with sufficient accuracy and fluency to
support comprehension.(See pages 120-121 for
ORF Tables and grade-level expectations.)
•
Read grade-level text with purpose
and understanding.
Continue to reinforce
students’ understanding
and use of new
vocabulary, especially
essential academic
vocabulary.
Reinforce students’ use of
the 4 strategies already
introduced to aid in the
determination of
unfamiliar word meaning.
Informally monitor those
who met grade level
expectation. Formal
progress monitoring for
those receiving fluency
intervention.
53
OCTOBER
Comprehension
R #1
RL 4.1
RWC
4.2.1.a.ii
R #1
R #2
RL 4.2
RWC
4.2.1.a.iii
R #2
RWC
4.2.1.c.iii
R #1
RI 4.1
RWC
4.2.2.a.i
R #2
RI 4.2
RWC
4.2.2.a.ii
R#2
Writing
RWC
4.2.1.a.i
RWC
4.22.b.vi
L #2
L4.2
L #2
L4.2a
L #1
L4.1
L #1
L4.1a
L #1
L4.1b
RWC
4.3.3.g
RWC
4.3.3.g.i
RWC
4.3.3.f
RWC
4.3.3.f.i
RWC
4.3.3.f.ii
Refer to details and examples in text when
explaining what the text says explicitly and when
drawing inferences from text. (LITERARY Text).
Identify and draw inferences about setting,
characters ( such as motivations, personality
traits), and plot
Continue to practice and
reinforce students’ ability
to cite evidence,
determine central themes
and ideas, and provide
objective summaries.
These are essential
comprehension skills.
Determine a theme of a story, drama, or poem
from details in the text; summarize the text
(LITERARY Text).
Summarize text by identifying important ideas
and sequence and by providing support details,
while maintaining sequence
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from a text
(INFORMATIONAL Text).
Determine the main idea of a text and explain
how it is supported by key details; summarize
the text (INFORMATIONAL Text).
Identify conclusions
Demonstrate command of the conventions of
standard English capitalization, punctuation
and spelling when writing.
•
Use correct capitalization.
Demonstrate command of the conventions of
Standard English grammar and usage when
writing or speaking.
•
•
Use relative pronouns (who, whose,
whom, which, that) and relative
adverbs (where, when, why).
Form and use progressive (e.g., I was
walking; I am walking; I will be walking)
Monitor accurate use of all
capitalization and
punctuation taught in
prior years, review as
needed, and specifically
practice using appropriate
capitalization. See Pages
36-38 for expectations of
what capitalization must
be taught during 4th grade.
Standard L4.1a (applied to
writing) links back to the
same standard introduced
in August and applied to
54
OCTOBER
verb tenses.
W #1
W4.1
RWC
4.3.1.a
W #1
W4.1a
RWC
4.3.1.a.i
•
W #1
W4.1b
RWC
4.3.1.a.ii
•
W #1
W4.1c
W #1
W4.1d
W #5
W4.5
RWC
4.3.1.a.iii
RWC
4.3.1.a.iv
RWC
4.3.3.b
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information
speaking. See the
explanation of relative
pronouns and adverbs in
notes on Pages 31-32.
Notes regarding
progressive tense can
found on Page 39.
Introduce a topic or text clearly, state
an opinion, and create an
organizational structure in which
related ideas are grouped to support
the writer’s purpose.
Provide reasons that are supported by
facts and details.
•
Link opinion and reasons using words
and phrases (e.g., for instance, in
order to, in addition)
•
Provide a concluding statement or
section related to the opinion
presented.
Continue to provide
practice and feedback on
the first of three text
structures: Opinions
(Argument and Persuasive
Writing).
With some guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, and editing.
Research and
Reasoning
OCTOBER APPLICATION PHASE
Nothing moved to Application this month
55
OCTOBER
NOVEMBER
GRADE 4: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
NOVEMBER INTRODUCTORY PHASE
Cluster
Skill
Speaking and
Listening
Anchor CCSS
STANDARDS
EVIDENCE OUTCOMES
CAS
Standard
L #1
L4.1
RWC
4.3.3.f
L #1
L4.1c
RWC
4.3.3.f.iii
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
•
Use modal auxiliaries (e.g., can,
may, must) to convey various
conditions.
th
It is implied that 4 grade students are
appropriately using general academic and
domain specific vocabulary in discussions.
Possible Student
Lesson Objectives
NOTES
BLUE =
alert to linkages in
other Skill Cluster(s)
Modal auxiliaries are
helping verbs such as will,
shall, may, might, can,
could, must, ought to,
should, would, used to.
They are used in
conjunction with main
verbs to express shades of
time and mood
(modalities – properties of
possibility, obligation,
etc.). Example: I will have
been working on this
curriculum calendar
project for fifteen years. In
this example “will have
been” are auxiliary or
helping verbs and working
is the main verb.
This is an implied
standard that is linked to
ANCHOR L#6. As
students are taught and
learn new vocabulary,
they are expected to be
incorporating this new
vocabulary into their
discussions and when
speaking about specific
topics and content.
56
NOVEMBER
Phonological
Awareness
Phonic,
Decoding and
Morphology
Encoding
(Spelling)
Vocabulary
Fluency
RF #4
RF4.4c
RWC
4.2.3.b.iii
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Comprehension
R#3
RL 4.3
RWC
4.2.1.a.iv
Describe in depth a character, setting, or event
in a story or drama, drawing on specific details
in a text (e.g., character’s thoughts, words, or
actions) LITERARY Text.
RWC
4.2.1.a.v
Describe the development of plot (such as the
origin of the central conflict, the action of the
plot, and how the conflict is resolved)
RWC
4.2.2.a.iii
Explain events, procedures, ideas and
concepts in a historical, scientific, or technical
text, including what happened and why, based
on specific information in the text
(INFORMATIONAL Text).
R #3
R#3
RI4.3
RWC
4.2.2.a.iv
RWC
4.2.2.a.v
Skim materials to develop an general overview
of content
Scan to locate specific information or perform a
specific task (finding a phone number, locating
a definition in a glossary, identifying a specific
phrase in a passage)
57
NOVEMBER
Writing
W #2
W4.2
RWC
4.3.2.a
W #2
W4.2a
RWC
4.3.2.a.i
W #2
W #2
W #2
W #2
W #2
W4.2b
W4.2c
W #2
W4.2d
W #2
W6.2e
L #1
L4.1
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
•
Introduce a topic clearly and group
related information in paragraphs and
sections; include formatting (e.g.,
headings), illustrations, and
multimedia when useful to aiding
comprehension.
RWC
4.3.2.a.ii
•
Choose planning strategies to support
text structures and intended outcome
RWC
4.3.2.a.iii
•
Identify a text structure appropriate to
purpose (sequence, chronology,
description, explanation, comparecontrast)
RWC
4.3.2.a.iv
•
Organize relevant ideas and details to
convey a central idea or prove a point
•
Develop the topic with facts,
definitions, concrete details,
quotations, or other information and
examples related to the topic.
•
Link ideas within categories of
information using words and phrases
(e.g., another, for example, also,
because).
•
Use precise language and domainspecific vocabulary to inform about or
explain the topic.
•
Provide a concluding statement or
section related to the information or
explanation presented.
RWC
4.3.2.a.v
RWC
4.3.2.a.vi
RWC
4.3.2.a.vii
RWC
4.3.2.a.viii
RWC
4.3.3.f
RWC
Demonstrate command of the conventions of
Standard English grammar and usage when
writing or speaking.
This month you are
introducing the third of
three text structures
(Informational and
Explanatory Writing). This
is in anticipation of a
Research standard to be
taught next month
(December).
SEE Research and
Reasoning section for
additional elements in
writing, researching, and
documenting sources.
.
L4.1c is also introduced in
the Speaking and
Listening skill cluster this
month.
58
NOVEMBER
L #1
L #2
L#2
L4.1c
4.3.3.f.iii
L4.2
RWC
4.3.3.g
L4.2c
RWC
4.3.3.g.iii
•
Use modal auxiliaries (e.g., can,
may, must) to convey various
conditions.
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
•
Use a comma before a coordinating
conjunction in a compound sentence.
See Page 54 for a
description of modal
auxiliaries.
There are 7 coordinating
conjunctions - and, but,
for, nor, or, so, and yet.
They can be remembered
with the mnemonic
acronym FANBOYS. A
comma is always used to
separate two
independent clauses
connected by a
coordinating conjunction.
An independent clause
can stand alone as a
sentence, thus when
combining with a
coordinating conjunction,
it is a compound
sentence. EXAMPLE:
Spiderman want to join
the team, but he has
trouble getting along with
Ironman.
Research and
Reasoning
NOVEMBER FLUENCY/CONTINUATION PHASE
Speaking and
Listening
Use general academic and domain
specific vocabulary in discussions.
This is an implied
standard that is linked to
ANCHOR L#6. As
students are taught and
learn new vocabulary,
they are expected to be
incorporating this new
vocabulary into their
59
NOVEMBER
discussions and when
speaking about specific
topics and content.
Phonological
Awareness
Phonics,
Decoding, &
Morphology
RF #3
RF4.3
RWC
4.2.3.a
RF4.3a
RWC
4.2.3.a.i
•
RF #3
RWC
4.2.3.c.iii
RF #3
RWC
4.2.3.c.v
RF #3
Encoding
Vocabulary
Know and apply grade-level phonics and
word analysis skills in decoding words.
L #2
L4.2
L #2
L4.2d
L#6
L4.6
RWC
4.3.3.g
RWC
4.3.3.g.iv
RWC 4.2.3.e
Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
•
Read and understand words with
common prefixes ( un-, re-, dis-)
and derivational suffixes (-ful, -ly,
-ness)
•
Read multisyllabic words with or
without inflectional and
derivational suffixes
Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
•
Spell grade-appropriate words
correctly consulting references as
needed.
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases, including those
that signal precise actions, emotions, or
states of being (e.g., quizzed, whined,
stammered) and that are basic to a
Continue with weekly
lessons to build an
expanding pool of known
Latin roots and affixes and
Greek combining forms.
See Glossary on Page 20
for an explanation of
morphology, common
prefixes, and the two
types of suffixes.
This implies recall and use
of knowledge of English
orthography, syllable
patterns and any
Greek/Latin word building
structures previously
taught grades K-3 as well
as current learning of
grade specific words and
morphology.
60
NOVEMBER
particular topic (e.g., wildlife, conservation,
and endangered when discussing animal
preservation).
L #4
L #4
L #4
L4.4
Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 4 reading and
content, choosing flexibly from a range of
strategies.
•
Use context (e.g., definitions,
examples, or restatements in the
text) as a clue to the meaning of a
word or phrase
•
Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word
(e.g., telegraph, photograph,
autograph).
•
Read and understand words that
change spelling to show past
tense: write/wrote, catch/caught,
teach/taught
RWC
4.2.3.c.vi
•
Infer meaning of words using
explanations offered in a text
RWC
4.2.3.c.vii
•
Consult reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and
digital, to find the pronunciation of
a word or determine or clarify
meaning of key words and
phrases.
L4.4a
RWC
4.2.3.c.i
L4.4b
RWC
4.2.3.c.ii
RWC
4.2.3.c.iv
L #4
L #4
Fluency
RWC
4.2.3.c
L #4
L4.4c
RF #4
RF4.4
RF #4
RF4.4a
RWC
4.2.3.b
RWC
4.2.3.b.i
Read with sufficient accuracy and fluency to
support comprehension.(See pages 120121 for ORF Tables and grade-level
expectations.)
Provide students with a
plethora of opportunities
to practice and apply
these five strategies/EOs
for determining the
meanings of unknown and
unfamiliar words.
Informally monitor those
who meet grade level
expectations (94 WCPM
with 98% accuracy).
Formal progress
monitoring for those
61
NOVEMBER
Comprehension
•
Read grade-level text with purpose
and understanding.
•
Read on-level prose and poetry
orally with accuracy, appropriate
rate, and expression on
successive readings.
RF #4
RF4.4b
RWC
4.2.3.b.ii
R #1
RL4.1
RWC
4.2.1.a.i
Refer to details and examples in text when
explaining what the text says explicitly and
when drawing inferences from the text
(LITERARY Text).
RWC
4.2.1.a.ii
Identify and draw inferences about setting,
characters, (such as motivations,
personality traits), and plot.
R #1
R #2
RL4.2
R #2
RWC
4.2.1.a.iii
RWC
4.2.1.c.iii
R #1
RI4.1
RWC
4.2.2.a.i
R #2
RI4.2
RWC
4.2.2.a.ii
R #2
R #4
RWC
4.2.2.b.vi
RL4.4
RWC
4.2.1.b.i
receiving Fluency
intervention.
Monitor to assure 98%
reading accuracy on
grade level text, failure
here may suggest a need
for focused and explicit
decoding/phonics
instruction, in addition to
fluency intervention.
Continue to teach,
reinforce and practice
ANCHOR Standard R#1, R
#2, and R #4 with both
Literature and
Informational text.
Determine a theme of a story, drama, or
poem from details in the text; summarize
the text (LITERARY Text).
Summarize text by identifying important
ideas and sequence and by providing
support details, while maintaining sequence
Refer to details and examples ina text when
explaining what the text says explicitly and
when drawing inferences from the text
(INFORMATIONAL Text).
Determine the main idea of a text and
explain how it is supported by key details;
summarize the text (INFORMATIONAL).
Refer to Page 48 for
information related to
words originating from
Greek mythology.
Identify conclusions
Determine the meaning of words and
phrases as they are used in a text,
including those that allude to significant
characters found in mythology (e.g.,
Herculean) (LITERARY Text).
62
NOVEMBER
Writing
R #4
RI4.4
RWC
4.2.2.b.i
Determine the meaning of general
academic and domain-specific words or
phrases in a text relevant to a grade 4 topic
or subject area (INFORMATIONAL Text).
W #3
W4.3
RWC
4.3.1.b
Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details, and
clear event sequences.
W #3
W4.3a
RWC
4.3.1.b.i
W#3
RWC
4.3.1.b.ii
RWC
4.3.1.b.iii
W#3
W4.3b
W#3
W4.3c
RWC
4.3.1.b.iv
W #3
W4.3d
RWC
4.3.1.a.v
W #3
W4.3e
RWC
4.3.1.b.vi
L #2
L4.2
RWC
4.3.3.g
L #2
L4.2a
RWC
43.3.g.i
•
Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally.
•
Choose planning strategies to
support text structure and intended
outcomes
•
Use dialogue and description to
develop experiences and events or
show the responses of characters
to situations.
•
Use a variety of transitional words
and phrases to manage the
sequence of events.
•
Use concrete words and phrases
and sensory details to convey
experiences and events precisely.
•
Provide a conclusion that follows
from the narrated experiences or
events.
Demonstrate command of the conventions
of standard English capitalization,
punctuation and spelling.
•
Use correct capitalization.
This month you will
continue to provide some
practice with the second
of three text structures
(narrative writing). See
Fluency Phase. Following
this month’s practice with
narrative writing, students
will not be returning to
writing narratives until
February.
See Pages 36-38 for
information related to the
myriad of capitalization
rules to be taught and
mastered in grade 4.
63
NOVEMBER
L #2
L4.2b
RWC
4.3.3.g.ii
W #5
W4.5
RWC
4.3.3.b
•
Use commas and quotation
marks to mark direct speech and
quotations from text.
With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting or trying a new approach.
Research and
Reasoning
NOVEMBER APPLICATION/REVIEW PHASE
Speaking and
Listening
SL # 1
SL4.1
RWC
4.1.1.a
SL #1
SL4.1.a
RWC
4.1.1.a.i
SL #1
SL4.1.b
RWC
4.1.1.a.ii
SL #1
SL4.1c
RWC
4.1.1.a.iii
Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 4 topics and texts
building on others’ ideas and expressing
their own clearly.
•
Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation and other information
known about the topic to explore
ideas under discussion.
•
Follow agreed-upon rules for
discussions and carry out
assigned roles.
•
Pose and respond to specific
questions to clarify or follow up on
information, and make comments
that contribute to the discussion
and link to the remarks of others.
This standard (SL #1) was
first introduced in August
and practiced and
reinforced in September
and October. Students
should now demonstrate
more automatic
application of effective
participation. Teach to
new students and/or
review expectations as
needed.
64
NOVEMBER
•
Phonics,
Decoding and
Morphology
SL #1
SL4.1d
R F #3
RF4.3
RWC
4.1.1.a.iv
RWC
4.2.3.a
Review the key ideas expressed
and explain their own ideas and
understanding in light of the
discussion.
Know and apply grade-level phonics and
word analysis skills in decoding words.
Students should be using
these skills independently
and automatically. Linked
to Fluency expectations
for 98 % accuracy. Failure
to meet expectations
signals a need for specific
reading intervention.
Encoding
Vocabulary
Fluency
Comprehension
Writing
Research &
Reasoning
65
NOVEMBER
DECEMBER
GRADE 4: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
DECEMBER INTRODUCTORY PHASE
CLUSTER
SKILL
ANCHOR
STANDARD
CCSS
CAS
Standards/Evidence
Outcomes
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
POSSIBLE STUDENT NOTES
LEARNING OBJECTIVE
BLUE =
alert to linkages in
other Skill Cluster(s)
Speaking and
Listening
Phonological
Awareness
Phonics,
Decoding &
Morphology
Encoding
Vocabulary
Fluency
Comprehension
R#5
RI4.5
RWC
4.2.2.b.ii
RWC
Describe the overall structure (e.g.,
chronology, comparison, cause and effect,
problem/solution) of events, ideas, concepts,
or information in a text or part of a text
(INFORMATIONAL Text).
Use text features (bold type, headings,
visuals, captions, glossary) to organize or
This month as students
continue to practice a
number of reading
standards, they will be
introduced to
Informational Reading
(RI) Standards #5 and
#9. Students will begin
reading and analyzing
66
DECEMBER
R #5
4.2.2.b.v
categorize information
R #5
RWC
4.2.2.b.iv
Identify common organizational structures
(paragraphs, topic sentences, concluding
sentences) and explain how the iad
comprehension
RWC
4.2.2.c.iii
Integrate information from two texts on the
same topic in order to write or speak about
the subject knowledgeably.
(INFORMATIONAL Text.
RWC
4.3.3.a
Produce clear and coherent writing in which
the development and organization are
appropriate to task, purpose, and audience.
R #9
Writing
W#4
W #6
Research &
Reasoning
W #7
RI4.9
W4.4
W 4.6
W 4.7
RWC
4.4.1.a
RWC
4.4.1.a.i
W #7
RWC
4.4.1.a. ii
W #7
W #8
RWC
4.3.3.c
W4.8
RWC
4.4.1.b
With some guidance and support from
adults, use technology, including the
Internet, to produce and publish writing as
well as interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum of
one page in a single setting.
Conduct short research projects that build
knowledge through investigation of different
aspects of a topic.
•
Identify a topic and formulate openended research questions for
further inquiry and learning
•
Present a brief report of the
research findings to an audience
Recall relevant information from experience
or gather relevant information from print and
digital sources; takes notes and categorize
information, and provide a list of sources.
much informational text
as they enter the
beginning stages of
planning and organizing
a research report (and
ultimately an oral
presentation of research
(January).
This month writing is
focused on
Informational writing
and linked to Research
and Reasoning. See
writing in Fluency Phase.
Also, see Research and
Reasoning Skill Cluster
below.
During December
students will also be
asked to use technology
to produce and publish
writing, and collaborate
with others as
appropriate. Link to
Research this month.
The planning,
researching, organizing,
and writing of a research
report will be linked to
oral presentation of the
Information next month
(January)
67
DECEMBER
W #8
RWC
4.4.1.b.i
W #8
RWC
4.4.1.b.ii
W #8
•
Identify relevant sources for
locating information
•
Locate information using text
features, (appendices, indices,
glossaries, and table of content)
•
Gather information using a variety
of resources (reference materials,
trade books, online resources,
library databases, print and media
resources
•
Read for key ideas, take notes, and
organize information read (using
graphic organizer)
•
Interpret and communicate the
information learned by developing
a brief summary with supporting
details
•
Develop relevant supporting visual
information (charts, maps,
diagrams, photo evidence, models)
RWC
6.4.1.b.iii
W #8
RWC
4.4.1.b.iv
W #8
RWC
4.4.1.b.v
RWC
4.4.1.b.vi
W #8
DECEMBER FLUENCY/CONTINUATION PHASE
Speaking and
Listening
Although ANCHOR SL #1 is not a focus of continuation
this month, students should be monitored for their
effective participation in group discussions and
adherence to role/questioning expectations.
Phonological
Awareness
Phonics,
Decoding &
RF #3
RF4.3
RWC
4.2.3.a
Know and apply grade-level phonics and
word analysis skills in decoding words.
Continue weekly lessons
on Greek and Latin
morphology.
68
DECEMBER
Morphology
RF #3
RF4.3a
RF #3
RWC
4.2.3.c.iii
RF #3
Encoding
Vocabulary
Fluency
•
RWC
4.2.3.a.i
L4.2
L #2
L4.2d
L #6
L4.6
RWC
4.2.3.e
RF #4
RF4.4
RWC
4.2.3.b
RF #4
RF4.4a
RF #4
•
Read and understand words with
common prefixes (un-, re-, dis-)
and derivational suffixes (-ful, -ly,
-ness)
•
Read multisyllabic words with or
without inflectional and
derivational suffixes
RWC
4.2.3.c.v
L #2
RF4.4b
RWC
4.3.3.g
Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
•
RWC
4.3.3.g.iv
RWC
4.2.3.b.i
RWC
Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
Spell grade-appropriate words
correctly, consulting references as
needed.
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases, including those
that signal precise actions, emotions, or
states of being (e.g., quizzed, whined,
stammered) and that are basic to a
particular topic (e.g., wildlife, conservation,
and endangered when discussing animal
preservation).
Read with sufficient accuracy and fluency to
support comprehension. (See pages 120121 for ORF Tables and grade-level
expectations.)
•
Read grade-level text with purpose
and understanding.
See Glossary, beginning
on Page 20 for
explanation of
morphology, including
common prefixes, two
types of suffixes and
syllable patterns and
This spelling standard
implies 1) effective
editing of draft
documents; 2) 99%
spelling accuracy on final
edited documents; and
3) effective and
consistent use of spelling
references.
An increase in reading
fluency expectations is
approaching at mid-year.
Winter expectations for
students in grade 4 are a
minimum of 112 WCPM
with 98% accuracy.
Monitor to assure 98%
69
DECEMBER
RF #4
Comprehension
R #2
RL4.2
R #3
R #3
RWC
4.2.3.b.iii
•
RWC
4.2.1.a.iii
RWC
4.2.1.c.iii
RI4.2
RWC
4.2.2.a.ii
RWC
4.2.2.bvi
R #2
R #3
•
RF4.4c
R #2
R #2
4.2.3.b.ii
RL4.3
RI4.3
Read on-level prose and poetry
orally with accuracy, appropriate
rate, and expression on successive
readings.
Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
Determine a theme of a story, dram, or
poem from details in the text; summarize
the text (LITERARY text).
Summarize text by identifying important
ideas and sequence and by providing
support details, while maintaining sequence
Identify conclusions
RWC
4.2.1.a.iv
RWC
4.2.1.a.v
Describe the development of plot (such as
origin of the central conflict, the action of the
plot, and how the conflict is resolved)
RWC
4.2.2.a.iv
RWC
4.2.2.a.v
Students should be
provided continued
practice in gaining
mastery of Reading
ANCHOR Standard R #2
and R #4 (with both
Literature and
Informational text).
Determine the main idea of a text and
explain how it is supported by key details;
summarize the text (INFORMATIONAL
Text).
Describe in depth a character, setting, or
event in a story or drama, drawing on
specific details in the text (e.g., character’s
thoughts, words, or actions) LITERARY
Text.
RWC
4.2.2.a.iii
reading accuracy on
grade level text, failure
here may suggest
focused and explicit
decoding/phonics
instruction, in addition
to fluency intervention.
Explain events, procedures, ideas, or
concepts in a historical, scientific, or
technical text, including what happened and
why, based on specific information in a text
(INFORMATIONAL Text).
Skim materials to develop an general
overview of content
Scan to locate specific information or
perform a specific task (finding a phone
70
DECEMBER
RL4.4
number, locating a definition in a glossary,
identifying a specific phrase in a passage)
RI4.4
Determine the meaning of words and
phrases as they are used in a text,
including those that allude to significant
characters found in mythology (e.g.,
Herculean) (LITERARY Text).
R #4
RWC
4.2.1.b.i
R #4
Writing
RWC
4.2.2.b.i
Determine the meaning of general academic
and domain-specific words or phrases in a
text relevant to a grade 4 topic or subject
area (INFORMATIONAL Text).
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
W #2
W 4.2
RWC
4.3.2.a
W #2
W 4.2a
RWC
4.3.2.a.i
W #2
Introduce a topic clearly and group
related information in paragraphs
and sections; include formatting
(e.g., headings), illustrations, and
multimedia when useful to aiding
comprehension.
•
Choose planning strategies to
support text structures and
intended outcome
•
Identify a text structure appropriate
to purpose (sequence, chronology,
description, explanation, comparecontrast)
•
Organize relevant ideas and details
to convey a central idea or prove a
point
•
Develop the topic with facts,
definitions, concrete details,
quotations, or other information
and examples related to the topic.
•
Link ideas within categories of
RWC
4.3.2.a.ii
W #2
RWC
4.3.2.a.iii
RWC
4.3.2.a.iv
W #2
W #2
•
W4.2.b
RWC
4.3.2.a.v
Refer to Page 48 for
information related to
words originating from
mythology.
71
DECEMBER
W #2
W4.2.c
RWC
4.3.2.a.vi
W #2
W4.2.d
RWC
4.3.2.a.vii
W #2
W4.2e
L #2
L4.2
L #2
L4.2a
L #2
L4.2b
L #2
W #5
W #10
L4.2.c
W4.5
W 4.10
RWC
4.3.2.a.viii
RWC
4.3.3.g
RWC
4.3.3g.i
information using words and
phrases (e.g., another, for
example, also, because).
•
Use precise language and domainspecific vocabulary to inform about
or explain the topic.
•
Provide a concluding statement or
section related to the information
or explanation presented
Demonstrate command of the conventions
of standard English capitalization,
punctuation and spelling when writing.
•
Use correct capitalization.
•
Use commas and quotation
marks to mark direct speech and
quotations in text.
•
Use a comma before a
coordinating conjunction in a
compound sentence.
RWC
4.3.3.g.ii
RWC
4.3.3.g.iii
RWC
4.3.3.b
Implied
With some guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, and editing.
Write routinely over extended time frames
(time for research, reflection, and revision)
and short time frames (a single sitting or a
day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Refer to Pages 36-38 for
complete listing of
capitalization
expectations.
See Page 59 for
information related to
punctuation before a
coordinating
conjunction.
Writing expectations (W
#10) is linked to Literacy
in specific content areas.
Research &
Reasoning
72
DECEMBER
DECEMBER APPLICATION/REVIEW PHASE
Speaking and
Listening
Phon. Aware.
Phonics, Decoding
&Morphology
Encoding
Vocabulary
Fluency
Comprehension
R #1
RL4.1
R #1
R #1
RI4.1
RWC
4.2.1.a.i
Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text
(LITERARY Text).
RWC
4.2.1.a.ii
Identify and draw inferences about setting,
characters (such as motivations, personality
traits), and plot
RWC
4.2.2.a.i
Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text
(INFORMATIONAL Text).
Writing
Research &
Reasoning
73
DECEMBER
JANUARY
GRADE 4: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
JANUARY INTRODUCTORY PHASE
CLUSTER
SKILL
Speaking and
Listening
Anchor CCSS
Standard
CAS
Standards/Evidence
Outcomes
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
SL #4
SL4.4
RWC
4.1.1.d
Report on a topic or text; tell a story, or
recount an experience in an organized
manner, using appropriate facts and
relevant, descriptive details to support main
ideas or themes; speak clearly at an
understandable pace.
SL #6
SL4.6
RWC 4.1.1.f
Differentiate between contexts that call for
formal English (e.g., presenting ideas) and
situations where informal discourse is
appropriate (e.g., small-group discussion);
use Formal English when appropriate to
task and situation.
SL #5
SL4.5
RWC
4.1.1.e
SL #3
SL4.3
RWC
4.1.1.c
L #3
L4.3
RWC
4.3.3.e
L #3
L4.3a
RWC
4.3.3.e.i
Add audio recordings and visual displays to
presentations when appropriate to enhance
the development of main ideas or themes.
Possible Student
Lesson Objectives
Notes
BLUE =
alert to linkages in
other Skills Cluster
The Oral
Presentation
expected in this
Standard is
linked to the
Research Project
(W#7)
introduced in
December and
Informational
Writing (W #2)
introduced in
November and
continued into
December.
Identify the reasons and evidence a speaker
provides to support particular points.
Use knowledge of language and its
conventions, when writing, speaking,
reading, or listening.
•
Choose words and phrases to
convey ideas precise.
L4.3 and L4.3a
are also
introduced in
the writing
cluster this
month.
74
JANUARY
•
Differentiate between context that
call for formal English (e.g.,
presenting ideas) and situations
where informal discourse is
appropriate (e.g. small group
discussions).
This month,
grade 4 students
will need to
prepare and
deliver an oral
presentation
using formal
English.
Phonological
Awareness
Phonics,
Decoding and
Morphology
Encoding
Vocabulary
Fluency
RF #4
RF4.4
RF #4
RF4.4a
RF #4
RF4.4b
RF #4
RF4.4c
RWC
4.2.3.b
RWC
4.2.3.b.i
RWC
4.2.3.b.ii
RWC
4.2.3.b.iii
Read with sufficient accuracy and fluency to
support comprehension.(See pages 120121 for ORF Tables and grade-level
expectations.)
•
Read grade-level text with
purpose and understanding.
•
Read on-level prose and poetry
orally with accuracy, appropriate
rate, and expression on successive
readings.
•
Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
Fluency returns to the
Introductory Phase
this month as a result
of the new mid-year
increases in
expectations for
students in grade 4 .
Mid-year fluency
expectations are now a
minimum of 98%
accuracy with a rate of
112 WCPM (50%ile).
Comprehension
75
JANUARY
Writing
L #3
L4.3
RWC
4.3.3.e
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
RWC
4.3.3.e.i
•
Choose words and phrases to
convey ideas precisely.
•
Choose punctuation for effect.
L #3
L4.3
L #3
L4.3
RWC
4.3.3.e.ii
L #1
L4.1
RWC
4.3.3.f
L #1
L4.1e
RWC
4.3.3.f.v
Demonstrate command of standard English
grammar and usage when writing or
speaking.
•
Form and use prepositional
phrases.
A preposition (e.g., The
spider crawled slowly
along the egg carton.),
links nouns, pronouns
and phrases to other
words. A proposition
usually indicates a
temporal, spatial, or
logical relationship of
its object to the rest of
the sentence. Common
prepositions were first
introduced during first
grade. Prepositions are
nearly always
combined with others
words in a structure
called a prepositional
phrase, (e.g., You can
walk toward the
bridge, to the bridge,
around the bridge, by
the bridge, and even
past the bridge while
he sits on the bridge or
leans against the
bridge).
Research and
Reasoning
76
JANUARY
JANUARY FLUENCY/CONTINUATION PHASE
Speaking and
Listening
Phonological
Awareness
Phonics,
Decoding, and
Morphology
RF #3
RF #3
RF4.3
RWC
4.2.3.a
RF4.3a
RWC
4.2.3.a.i
RWC
4.2.3.c.iii
RF #3
•
Use combined knowledge of all
letter-sound
correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
•
Read and understand words
with common prefixes ( un-,
re-, dis-) and derivational
suffixes (-ful, -ly, -ness)
•
Read multisyllabic words with
or without inflectional and
derivational suffixes
RWC
4.2.3.c.v
RF #3
Encoding
Know and apply grade-level phonics and
word analysis skills in decoding words.
L #2
L4.2
RWC
4.3.3.g
L #2
L4.2.d
RWC
4.3.3.g.iv
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing
•
Spell grade-appropriate words
correctly consulting references
as needed.
Continue to teach
weekly lessons on
Greek and Latin
morphology.
See Glossary,
beginning on Page 20
for an explanation of
morphology, including
prefixes and suffixes
and syllable patterns.
This spelling standard
implies 1) effective
editing of draft
documents; 2) 99%
spelling accuracy on
final edited documents;
3) effective and
consistent use of
spelling references and
resources; and 4)
grade-appropriate
monitoring and use of
spell check features
77
JANUARY
Vocabulary
L #6
L4.6
RWC
4.2.3.e
L4.4
RWC
4.2.3.c
L #4
L4.4a
RWC
4.2.3.c.i
L #4
L4.4b
RWC
4.2.3.c.ii
L #4
RWC
4.2.3.c.iv
L #4
L #4
L #4
RWC
4.2.3.c.vi
L4.4c
RWC
4.2.3.c.vii
Acquire and use accurately gradeappropriate general academic and
domain specific words and phrases,
including those that signal precise
actions, emotions, or states of being
(e.g., quizzed, whined, stammered) and
that are basic to a particular topic (e.g.,
wildlife, conservation, and endangered
when discussing animal preservation).
Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade 4 reading
and content, choosing flexibly from a
range of strategies.
•
Use context (e.g., definitions,
examples, or restatements in
the text) as a clue to the
meaning of a word or phrase
•
Use common, gradeappropriate Greek or Latin
affixes and roots as clues to the
meaning of a word (e.g.,
telegraph, photograph,
autograph).
•
Read and understand words
that change spelling to show
past tense: write/wrote,
catch/caught, teach/taught
•
Infer meaning of words using
explanations offered in a text
•
Consult reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
digital, to find the pronunciation
of a word or determine or clarify
meaning of key words and
phases.
This is a continuing
standard throughout
the year. Continue to
build general and
content specific
academic language
Continue to reinforce
students’ use of all six
strategies to determine
the meaning of
unfamiliar words.
Students may need
guidance in choosing
the correct strategy
given the specific word.
78
JANUARY
Fluency
R #10
See Introductory Phase this month.
New mid-year fluency expectations
are introduced this month.
Implied that students’ reading is
continuously monitored for reading
rate, accuracy (and prosody). See
ORF Tables on Page 120121 for Midyear expectations.
Comprehension
R#5
RI4.5
R #5
RWC
4.2.2.b.v
R #5
Writing
RWC
4.2.2.b.ii
RWC
4.2.2.b.iv
RWC
4.2.2.c.iii
R #9
RI4.9
W #2
W4.2
RWC
4.3.2.a
W #2
W4.2a
RWC
Informal monitoring of
those who met
Winter/midyear
expectations (98%
accuracy/ 112 WCPM).
Formal progress
monitoring for those
not meeting
expectation and
receiving fluency
intervention.
Describe the overall structure (e.g.
chronology, comparison, cause/effect,
problem/solution) of events, ideas,
concepts, or information in a text or a
part of a text (INFORMATIONAL Text).
Use text features (bold type, headings,
visuals, captions, glossary) to organize
or categorize information
Identify common organizational
structures (paragraphs, topic sentences.
Concluding sentences) and explain how
they aid comprehension.
Integrate information from two textx on
the same topic in order to write or speak
about the subject knowledgeably
(INFORMATIONAL TEXT).
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
•
Introduce a topic clearly and
group related information in
79
JANUARY
JANUARY
4.3.2.a.i
W #2
RWC
4.3.2.a.ii
W #2
paragraphs and sections;
include formatting (e.g.,
headings), illustrations, and
multimedia when useful to
aiding comprehension.
•
Choose planning strategies to
support text structures and
intended outcome
•
Identify a text structure
appropriate to purpose
(sequence, chronology,
description, explanation,
compare-contrast)
•
Organize relevant ideas and
details to convey a central idea
or prove a point
•
Develop the topic with facts,
definitions, concrete details,
quotations, or other information
and examples related to the
topic.
•
Link ideas within categories of
information using words and
phrases (e.g., another, for
example, also, because).
•
Use precise language and
domain-specific vocabulary to
inform about or explain the
topic.
•
Provide a concluding statement
or section related to the
information or explanation
presented
RWC
4.3.2.a.iii
W #2
RWC
4.3.2.a.iv
W #2
W4.2b
RWC
4.3.2.a.v
W #2
W4.2c
RWC
4.3.2.a.vi
W #2
W4.2d
W #2
W 4.2e
RWC
4.3.2.a.vii
RWC
4.3.2.a.viii
Standard W4.2d is a
direct link to ANCHOR
Standard L #6 (acquire
domain specific
vocabulary).
80
JANUARY
Research and
Reasoning
W #9
W4.9
RWC
4.4.1.c
RWC
4.4.2.a
RWC
4.4.2.b
RWC
4.4.2.c
RWC
4.4.2.d
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
Consider negative as well as positive
implications of their own thinking or
behavior, or others thinking or behavior
W #9 links to research
project (both writing
research report and
oral presentation of
research).
State, elaborate, and give an example of
a concept (for example, state, elaborate
and give an example of friendships or
conflict)
Identify the key concepts and ideas they
and others use
Ask primary questions of clarity,
significance, relevance, accuracy, depth,
and breadth
JANUARY APPLICATION/REVIEW PHASE
Speaking &
Listening
Phonological
Awareness
Phonics,
Decoding and
Morphology
81
JANUARY
Encoding
Vocabulary
Fluency
Comprehension
R #2
RI 4.2
RWC
4.2.2.a.ii
Determine the main idea of a text and
explain how it is supported by key
details; summarize the text.
Writing
Research &
Reasoning
82
JANUARY
FEBRUARY GRADE 4: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
FEBRUARY INTRODUCTORY PHASE
SKILL
CLUSTER
ANCHOR
STANDARD
CCSS
CAS
Standards/Evidence Outcomes POSSIBLE STUDENT NOTES
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
LEARNING OBJECTIVE
BLUE =
alert to linkages in
other Skill Cluster(s)
Speaking &
Listening
Phonological
Awareness
Phonics, Decoding
and Morphology
Encoding
Vocabulary
See Writing skills cluster. It is implied that
grade 4 students have the understanding and
spelling knowledge to correctly spell
frequently confused words, e.g., there, their,
where, wear, deer, dear, rain, rein).
L #5
L4.5
L #5
L4.5a
L #5
L4.5b
L #5
L4.5c
RWC
4.2.3.d
Demonstrate the understanding of figurative
language, word relationships, and nuances
in word meaning.
•
Explain the meanings of simple
similes and metaphors (e.g., as
pretty as a picture) in context.
•
Recognize and explain the meaning
of common idioms, adages and
proverbs.
•
Demonstrate understanding of
words by relating them to their
opposites (antonyms) and to words
with similar but not identical
RWC
4.2.3.d.i
RWC
4.2.3.d.ii
RWC
4.2.3.d.iii
See Glossary, beginning
on page 20, for
discussion of figurative
language (similes,
metaphors, idioms,
adages and proverbs).
83
FEBRUARY
meanings (synonyms).
Fluency
Comprehension
Writing
R #5
RL4.5
RWC
4.2.1.b.ii
R #6
RL4.6
RWC
4.2.1.b.iii
L #1
L 4.1
RWC
4.3.3.f
L #1
L4.1g
RWC
4.3.3.f.viii
W #3
Explain major differences between poems,
drama, and prose, and refer to the structural
elements of poems (e.g., verse, rhythm,
meter) and drama (e.g., casts of characters,
settings, descriptions, dialogue, stage
directions) when writing or speaking about
text (LITERARY Text).
Compare and contrast the point of view from
which different stories are narrated, including
the difference between first-and third-person
narrations (LITERARY Text).
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
•
RWC
4.3.1.c
RWC
4.3.3.d
This month students will
be focused on Literary
text, including dramas
and poetry. This will
correlate with the focus
in Writing on Narrative
form (W #3).
Correctly use frequently used
words (e.g., to, too, two, there,
their).
Write poems that express ideas or feeling
using imagery, figurative language, and
sensory details
Use correct format (indenting paragraphs,
parts of a letter, poem) for intended
purposes
Research and
Reasoning
84
FEBRUARY
FEBRUARY FLUENCY/CONTINUATION PHASE
Speaking &
Listening
Phonological
Awareness
Phonics,
Decoding, and
Morphology
RF #3
RF4.3
RWC
4.2.3.a
RF4.3a
RWC
4.2.3.a.i
•
RF #3
RWC
4.2.3.c.iii
RF #3
RWC
4.2.3.c.v
RF #3
Encoding
Vocabulary
Know and apply grade-level phonics and
word analysis skills in decoding words.
Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
•
Read and understand words with
common prefixes ( un-, re-, dis-)
and derivational suffixes (-ful, -ly,
-ness)
•
Read multisyllabic words with or
without inflectional and
derivational suffixes
It is implied by Standard 6.2 b/ RWC
6.3.3.b.ii (Demonstrate command of the
conventions of English spelling when
writing) that students are being taught
correct spelling patterns for prefixes,
including Chameleon prefixes, and for
derivational suffixes when being taught
Latin roots and affixes.
L #6
L4.6
RWC
4.2.3.e
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases, including those
that signal precise actions, emotions, or
Continue with weekly
lesson in Latin and
possibly Greek
morphology.
Refer to Glossary,
beginning on Page 20 for
explanations of
morphology, including
prefixes and suffixes and
syllable patterns.
This links to the teaching
of Greek combining
forms and Latin roots
and affixes. See Glossary
for notes on morphology
and prefixes.
85
FEBRUARY
Fluency
RF #4
RF4.4
RF #4
RF4.4a
RWC
4.2.3.b
RWC
4.2.3.b.i
states of being (e.g., quizzed, whined,
stammered) and that are basic to a particular
topic (e.g., wildlife, conservation, and
endangered when discussing animal
preservation).
Read with sufficient accuracy and fluency to
support comprehension.(See pages 120-121
for ORF Tables and grade-level
expectations.)
•
Read grade-level text with purpose
and understanding.
•
Read on-level prose and poetry
orally with accuracy, appropriate
rate, and expression on
successive readings.
RF #4
RF4.4b
RF #4
RF4.4c
Comprehension
R #4
RL4.4
Writing
W #5
W4.5
RWC
4.3.3.b
With some guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, and
editing.
L #1
L4.1
RWC 4.3.3.f
Demonstrate command of the conventions of
standard English grammar and usage
when writing or speaking.
L #1
L4.1a
RWC
4.3.3.f.i
RWC
4.2.3.b.ii
RWC
4.2.3.b.iii
RWC
4.2.1.b.i
RWC
4.3.3.f.ii
L #1
L4.1b
•
Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
Determine the meaning of words and
phrases as they are used in a text, including
those that allude to significant characters
found in mythology (e.g., Herculean).
•
•
Use relative pronouns (who,
whose, whom, which, that) and
relative adverbs (where, when,
why).
Form and use progressive (e.g. I
was walking; I am walking; I will be
Since this month’s focus
is on literary text, there
may be opportunities for
oral reading of poetry
and dramas which will
allow monitoring of
reading fluency. Prosody
and proper phrasing are
essential when reading
literary text aloud.
See Glossary, beginning
on Page 20 for additional
notes on all aspects of
reading fluency.
Refer to Page 48 for
information regarding
vocabulary originating
from mythology.
Editing for conventions
should demonstrate
command of all
Language standards
previously taught in
grades K-3 and well as
current grade 4
expectations.
See Pages 31-32
regarding relative
pronouns and adverbs.
See Page 39 for notes on
86
FEBRUARY
L #1
L #1
L4.1c
L4.1d
L #1
L4.1e
L #1
L4.1f
RWC
4.3.3.f.iii
progressive verb tenses.
•
Use modal auxiliaries (e.g., can,
may, must) to convey various
conditions.
See Page 56 for notes on
use of modal auxiliaries.
•
Order adjectives within sentences
according to conventional patterns
(e.g., a small red bag rather than a
red small bag)
RWC
4.3.3.f.iv
RWC
4.3.3.f.v
•
Form and use prepositional
phrases.
RWC
4.3.3.f.vii
•
Produce complete sentences,
recognizing and correcting
inappropriate fragments and runons
W #3
W4.3
RWC
4.3.1.b
W #3
W4.3a
RWC
4.3.1.b.i
RWC
4.3.1.b.ii
W #3
walking) verb tenses.
Write narratives to develop real or imagined
experiences or events using effective
technique, descriptive details, and clear
event sequences.
•
Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally.
•
Choose planning strategies to
support text structure and intended
outcomes
W #3
W4.3b
RWC
4.3.1.b.iii
•
Use dialogue and description to
develop experiences and events or
show the responses of characters
to situations.
W #3
W4.3c
RWC
4.3.1.b.iv
•
Use a variety of transitional words
and phrases to manage the
sequence of events.
See Page 50 for
information related to
the proper ordering of
adjectives.
See Page 76 for
explanation of
prepositions and
prepositional phrases.
Writing narratives,
including all Evidence
Outcomes/sub-standards
in CCSS and CAS will be
revisited again this
month. Writing in
narrative form should be
no more than 35% of all
4thgrade writing.
Narrative writing will be
revisited again in May
for additional practice
and increased mastery
with this writing form.
See CCSS Narrative
Summary for Grade 6English Language Arts on
page 9 for more on the
balance of student
writing.
87
FEBRUARY
W #3
W4.3d
W #3
W4.3e
W #4
W4.4
RWC
4.3.1.b.v
RWC
4.3.1.b.vi
RWC
4.3.3.a
•
Use concrete words and phrases
and sensory details to convey
experiences and events precisely.
•
Provide a conclusion that follows
from the narrated experiences or
events.
Produce clear and coherent writing in which
the development and organization and are
appropriate to task, purpose, and audience.
Apply and Link this
Standard (W #4) to
Writing Narratives this
month.
Research and
Reasoning
FEBRUARY APPLICATION/REVIEW PHASE
Speaking &
Listening
Phonological
Awareness
Phonics,
Decoding, and
Morphology
RF #3
RF4.3
RWC
4.2.3.a
Know and apply grade-level phonics and
word analysis skills in decoding words.
Students should be using
these skills
independently and
automatically. Linked to
Fluency expectations for
98 % accuracy when
reading grade-level text.
Encoding
Vocabulary
88
FEBRUARY
Fluency
Comprehension
Writing
Research &
Reasoning
89
FEBRUARY
MARCH
GRADE 4: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
MARCH INTRODUCTORY PHASE
CLUSTER
SKILL
Speaking &
Listening
ANCHOR
STANDARD
CCSS
CAS
Standards/Evidence
Outcomes
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
SL #2
SL4.2
RWC
4.1.1.b
Paraphrase portions of a text aloud or
information presented in diverse media and
formats, including visually, quantitatively,
and orally.
POSSIBLE
NOTES BLUE = alert
linkages in other Skill
STUDENT LEARNING to
Cluster(s)
OBJECTIVE
In March, students will be
working with information
delivered via diverse media
and formats.
Phonological
Awareness
Phonics,
Decoding and
Morphology
Encoding
Vocabulary
Fluency
90
MARCH
Comprehension
R #7
RI4.7
RWC
4.2.2.c.i
Integrate information presented visually,
orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations,
or interactive elements on Web pages) and
explain how the information contributes to
an understanding of the text in which it
appears (INFORMATIONAL TEXT).
Writing
This month students will
again be focused on reading
and analyzing Informational
text, specifically locating and
understanding graphic or
verbal supplements to text.
In the realm of Reading
Informational Text, there is
much to review, practice and
apply this month. See Fluency
and Application phases.
This month students will be
focused on writing expository
text (either
Information/Explanatory or
Opinion
[Argumentative/Persuasive]).
See Fluency Phase. There is
much for students to practice
and receive feedback about in
the area of writing this
month.
Research and
Reasoning
See Fluency Phase.
MARCH FLUENCY/CONTINUATION PHASE
Speaking &
Listening
L #1
L4.1
RWC
4.3.3.f
SL#3
SL4.3
RWC
4.1.2.c
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
Continue to reinforce the
consistent use of proper
English grammar and usage
Identify the reasons and evidence a
speaker provides to support particular
points.
91
MARCH
Phonological
Awareness
Phonics,
Decoding and
Morphology
RF #3
RF #3
RF4.3
RWC
4.2.3.a
RF4.3a
RWC
4.2.3.a.i
RWC
4.2.3.c.iii
RF #3
RWC
4.2.3.c.v
RF #3
Encoding
L #2
L4.2d
Vocabulary
L #6
L4.6
RWC
4.3.3.g.iv
RWC
4.2.3.e
Know and apply grade-level phonics and
word analysis skills in decoding words.
•
Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
•
Read and understand words with
common prefixes ( un-, re-, dis-)
and derivational suffixes (-ful, ly, -ness)
•
Read multisyllabic words with or
without inflectional and
derivational suffixes
•
Spell grade-appropriate words
correctly, consulting references as
needed.
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases, including
those that signal precise actions, emotions,
or states of being (e.g., quizzed, whined,
stammered) and that are basic to a
particular topic (e.g., wildlife, conservation,
Refer to Glossary, beginning
on Page 20, for detailed
explanation of morphology,
including prefixes, and
suffixes, and syllable
patterns.
Implied that correct spelling is
taught for all new content
vocabulary. This spelling
standard also implies 1)
effective editing of draft
documents; 2) 99% spelling
accuracy on final edited
documents; 3) gradeappropriate use of spelling
references and resources and
4) effective monitoring and
grade- appropriate use of
spell check features.
92
MARCH
and endangered when discussing animal
preservation).
L #5
L #5
L #5
Fluency
Comprehension
L4.5
L4.5
L4.5
L #5
L4.5
RF #4
RF4.4
RF #4
RF4.4a
RF #4
RF4.4b
RF #4
RF4.4c
R #4
RI4.4
RWC
4.2.3.d
RWC
4.2.3.d.i
Demonstrate the understanding of
figurative language, word relationships,
and nuances in word meaning.
•
Explain the meanings of simple
similes and metaphors (e.g., as
pretty as a picture) in context.
•
Recognize and explain the
meaning of common idioms,
adages and proverbs.
•
Demonstrate understanding of
words by relating them to their
opposites (antonyms) and to
words with similar but not identical
meanings (synonyms).
RWC
4.2.3.d.ii
RWC
4.2.3.d.iii
RWC
4.2.3.b
RWC
4.2.3.b.i
RWC
4.2.3.b.ii
RWC
4.2.3.b.iii
RWC
4.2.2.b.i
See Page20 (Glossary) for
notes on figurative language,
including similes, metaphors,
idioms, adages, and
proverbs.
Read with sufficient accuracy and fluency
to support comprehension.(See pages
120-121 for ORF Tables and grade-level
expectations.)
•
Read grade-level text with
purpose and understanding.
•
Read on-level prose and poetry
orally with accuracy, appropriate
rate, and expression on
successive readings.
•
Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
Determine the meaning of general
academic and domain-specific words or
phrases in a text relevant to a grade 4 topic
or subject area (INFORMATIONAL Text).
Describe the overall structure (e.g.,
Practice with comprehension
tasks is focused on Reading
Informational (RI) text this
month.
93
MARCH
R#5
RI4.5
RWC
4.2.2.b.iv
R #5
R #8
Writing
RI4.8
R #6
RI4.6
R #9
RI4.9
L #2
L4.2
L #2
L4.2b
L #2
W #1
W #1
RWC
4.2.2.b.ii
L4.2c
W6.1
W4.1.a
RWC
4.2.2.c.ii
RWC
4.2.2.b.iii
RWC
4.2.2.c.iii
RWC
4.3.3.g
chronology, comparison, cause/effect,
problem/solution) of events, ideas,
concepts, or information in a text or part of
a text (INFORMATIONAL Text).
Identify common organizational structures
(paragraphs, topic setneces, concluding
sentences)and explain how they aid
comprehension
Explain how an author uses reasons and
evidence to support particular points in a
text (INFORMATIONAL Text).
Compare and contrast a firsthand and
secondhand account of the same event or
topic; describe the differences in focus and
the information provided
(INFORMATIONAL Text).
Integrate information from two texts on the
same topic in order to write or speak about
the subject knowledgeably
(INFORMAIPONAL Text).
Demonstrate command of the conventions
of standard English capitalization,
punctuation and spelling when writing.
•
Use commas and quotation
marks to mark direct speech and
quotations from a text.
•
Use a comma before a
coordinating conjunction in a
compound sentence.
RWC
4.3.3.g.ii
RWC
4.3.3.g.iii
RWC
4.3.1.a
RWC
4.3.1.a.i
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
•
Introduce a topic or text clearly,
state an opinion, and create an
organizational structure in which
related ideas are grouped to
This month students will be
returning to writing
expository text (either
informational/ explanatory
or opinions
[arguments/persuasive]).
They will be doing this within
the context of using
Informational text in various
formats and information
delivered via multimedia.
See Page 59 for explanation
of the use of commas before
coordinating conjunctions.
There is much to practice
within the realm of writing
this month. In addition to
continued practice with
expository writing
94
MARCH
support the author’s purpose.
W #1
W4.1b
W #1
W4.1.c
W #1
W4.1.d
W #2
W #2
W4.2
W4.2a
RWC
4.3.1.a.ii
RWC
4.3.1.a.iii
RWC
4.3.2.a
RWC
4.3.2.a.iii
W #2
RWC
4.3.2.a.iv
W4.2b
•
Link opinion and reasons using
words and phrases (e.g., for
instance, in order to, in addition).
•
Provide a concluding statement or
section related to the opinion
presented.
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
•
Introduce a topic clearly and
group related information in
paragraphs and sections; include
formatting (e.g., headings),
illustrations, and multimedia
when useful to aiding
comprehension.
•
Choose planning strategies to
support text structures and
intended outcome
•
Identify a text structure
appropriate to purpose
(sequence, chronology,
description, explanation,
compare-contrast)
•
Organize relevant ideas and
details to convey a central idea or
prove a point
Develop the topic with facts,
definitions, concrete details,
quotations, or other information
and examples related to the
topic.
RWC
4.3.2.a.i
W #2
W #2
Provide reasons that are
supported by facts and details.
RWC
4.3.1.a.iv
RWC
4.3.2.a.ii
W #2
•
RWC
4.3.2.a.v
(Information and
Arguments/Persuasion),
students are being asked to
edit, revise and correct for
proper punctuation,
capitalization, grammar and
improved word choice.
•
95
MARCH
W #2
W4.2c
RWC
4.3.2.a.vi
•
Link ideas within categories of
information using words and
phrases (e.g., another, for
example, also, because).
W #2
W4.2d
RWC
4.3.2.a.vii
•
Use precise language and
domain-specific vocabulary to
inform about or explain the topic.
•
Provide a concluding statement or
section related to the information
or explanation presented
W #2
W#5
L #1
L #1
W4.2e
W4.5
L4.1
L4.1a
L #1
L4.1b
L #1
L4.1c
L #1
L #1
L4.1d
L4.1e
RWC
4.3.2.a.viii
RWC
4.3.3.b
With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
and editing.
RWC
4.3.3.f
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
•
Use relative pronouns (who.
whose, whom, which, that) and
relative adverbs (where, when,
why).
•
Form and use progressive ( e.g.,
I was walking; I am walking; I will
be walking) verb tense.
RWC
4.3.3.f.i
RWC
4.3.3.f.ii
RWC
4.3.3.f.iii
RWC
4.3.3.f.iv
RWC
4.3.3.f.v
•
Use modal auxiliaries (e.g., can,
may, must) to convey various
conditions.
•
Order adjectives within
sentences according to
conventional patterns (e.g., a
small red bag rather than a red
small bag).
•
Form and use prepositional
phrases.
See Pages 31-32 for
discussion of relative
pronouns and adverbs
See Page 39 for notes on
progressive tense.
See Page 56 for notes on
modal auxiliaries.
See Page 48 for information
related to ordering
adjectives.
96
MARCH
L #1
L4.1g
RWC
4.3.3.f.viii
•
Correctly use frequently
confused words (e.g., to, too,
two, there, their).
See Page 74 for information
related to prepositional
phrases.
L4.1g links to grade 4 spelling
expectations.
W #10
W 6.10
Research and
Reasoning
implied
RWC
4.4.2.a
RWC
4.4.2.b
RWC
4.4.2.c
RWC
4.4.2.d
Write routinely over extended times frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or
a day or two) for a range of discipline
specific tasks, purposes, and audiences
Consider negative as well as positive
implications of their own thinking or
behavior
State, elaborate, and give an example of a
concept (for example, state, elaborate, and
give an example of friendship or conflict)
This ongoing Standard
(W4.10) is a reminder to have
students engaged in daily
writing across a range of
topics and contents.
Since the introduction of
these CAS EOs in October,
students should now
demonstrate improvement
in their conceptual thinking
and questioning skills.
Identify the key concepts and ideas they
and others use
Ask primary questions of clarity,
significance, relevance, accuracy, depth,
and breadth
MARCH APPLICATION/REVIEW PHASE
Speaking &
Listening
SL # 1
SL4.1
RWC
4.1.1.a
Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 4 topics and texts
building on others’ ideas and expressing
their own clearly.
This standard was first
introduced in August and
practiced and reinforced in
September and October, and
monitored for Application in
December. Students should
now demonstrate automatic
application of effective
97
MARCH
SL #1
SL4.1a
RWC
4.1.1.a.i
•
Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation and other information
known about the topic to explore
ideas under discussion.
SL #1
SL4.1b
RWC
4.1.1.a.ii
•
Follow agreed-upon rules for
discussions and carry out
assigned roles.
•
SL #1
SL4.1c
RWC
4.1.1.a.iii
Pose and respond to specific
questions to clarify or follow-up on
information, and make comments
that contribute to the discussion
and link to the remarks of others.
SL #1
SL4.1d
•
Review the key ideas expressed
and explain their own ideas and
understanding in light of the
discussion.
L #4
L4.4
RWC
4.2.3.c
L #4
L4.4a
RWC
4.2.3.c.i
•
L #4
L4.4b
Use context (e.g., definitions,
examples, or restatements in the
text) as a clue to the meaning of a
word or phrase
RWC
4.2.3.c.ii
•
Use common, grade-appropriate
Greek or Latin affixes and roots
as clues to the meaning of a word
(e.g., telegraph, photograph,
autograph).
•
Read and understand words that
change spelling to show past
RWC
4.1.1.a.iv
participation in a range of
collaborative discussions.
Teach to new students and/or
review expectations as
needed.
Phonological
Awareness
Vocabulary
L #4
RWC
4.2.3.c.iv
Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 4 reading and
content, choosing flexibly from a range of
strategies.
This Standard was first
introduced in August and over
the Fall months, additional
Evidence
Outcomes/strategies were
added. Students should be
able to accurately choose the
correct strategy (ies), given
the situation, and apply
it/them fairly independently.
98
MARCH
RWC
4.2.3.c.vi
L #4
L #4
Comprehension
L4.4c
RWC
4.2.3.c.vii
tense: write/wrote, catch/caught,
teach/taught
•
Infer meaning of words using
explanations offered in a text
•
Consult reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and
digital, to find the pronunciation of
a word or determine or clarify
meaning of key words and
phases.
R #1
RI4.1
RWC
4.2.2.a.i
Refer to details and examples in text when
explaining what the text says explicitly and
when drawing inferences from the text
(INFORMATIONAL Text).
R #2
RI4.2
RWC
4.2.2.a.ii
Determine the main idea of a text and
explain how it is supported by key details;
summarize the text (INFORMATIONAL).
RWC
4.2.2.b.vi
Identify conclusions
R #3
RI4.3
RWC
4.2.2.a.iii
Explain events, procedures, ideas, or
concepts in a historical, scientific, or
technical text, including what happened
and why, based on specific information in
the text (INFORMATIONAL Text).
RWC
4.2.2.a.iv
Skim materials to develop an general
overview of content
RWC
4.2.2.a.v
Scan to locate specific information or
perform a specific task (finding a phone
number, locating a definition in a glossary,
identifying a specific phrase in a passage)
99
MARCH
Writing
L #1
L4.1
RWC
4.3.3.f
L #1
L4.1f
RWC
4.3.3.f.vii
L #2
L4.2
L#2
L4.2.a
RWC
4.3.3.g
RWC
4.3.3.g.i
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
•
Produce complete sentences
recognizing and correcting
inappropriate fragments and runons.
See Pages 36-38 for
capitalization notes.
Demonstrate command of the convention
of standard English capitalization,
punctuation, and spelling when writing:
•
Use correct capitalization.
Research &
Reasoning
100
MARCH
APRIL
GRADE 4: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
APRIL INTRODUCTORY PHASE
CLUSTER
SKILL
ANCHOR
STANDARD
CCSS
CAS
Standards/Evidence Outcomes POSSIBLE STUDENT NOTES
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
LEARNING OBJECTIVE
BLUE =
alert to linkages in
other Skill Cluster(s)
Speaking &
Listening
Phonological
Awareness
Phonics,
Decoding and
Morphology
Encoding
Vocabulary
Fluency
RF #4
Comprehension
R #7
RL4.7
RWC
4.2.d.ii
Read familiar text with fluency, accuracy,
and prosody (expression)
This CAS standard is
consistent with all the
Fluency standards found
in CCSS, and although it
is new this month,
includes fluency skills
worked on all year.
RWC
4.2.1.c.i
Make connections between the text of a
story or drama and a visual or oral
presentation of the text, identifying where
each version reflects specific descriptions
and directions in the text (LITERARY Text).
Following last month’s
use of multi-media and
varying formats with
Information text, this
month students will now
analyze varying formats
101
APRIL
R #9
Writing
RL4.9
RWC
4.2.1.c.ii
W #9
W4.9
RWC
4.4.1.c
W #9
W4.9a
RWC
4.4.1.c.i
Compare and contrast the treatment of
similar themes and topics (e.g., opposition of
good and evil) and patterns of events (e.g.,
the quest) in stories, myths, and traditional
literature from different cultures (Literary
text).
of Literary works. Choice
of literary works should
be from different
cultures, including
reading mythology.
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
CCSS Writing Standard
#9 is a direct link to
Reading Standard #9
which is also introduced
this month.
•
Apply grade 4 Reading standards
to literature (e.g., describe in depth
a character, setting, or event in a
story or drama, drawing on specific
details in the text [e.g., a
character’s thoughts, words, or
actions]”).
Reading Literature
Standard #9 which will
have students reading a
variety of literary genres
with similar themes. This
standard will start this
month and commence in
May as it is implied that
this includes reading a
number of different
literary selections.
Research and
Reasoning
APRIL FLUENCY/CONTINUATION PHASE
Speaking &
Listening
Continue to monitor use of standard
English grammar and usage during all
classroom activities and discussions.
Phonological
Awareness
102
APRIL
Phonics,
Decoding and
Morphology
RF #3
RF4.3
RWC
4.2.3.a
RF4.3a
RWC
4.2.3.a.i
Know and apply grade-level phonics and
word analysis skills in decoding words.
•
RF #3
RWC
4.2.3.c.iii
RF #3
RWC
4.2.3.c.v
RF #3
Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
•
Read and understand words with
common prefixes ( un-, re-, dis-)
and derivational suffixes (-ful, -ly,
-ness)
•
Read multisyllabic words with or
without inflectional and
derivational suffixes
See Glossary, beginning
on Page 20 for an
explanation of
morphology, including
prefixes and suffixes,
and syllable patterns.
Encoding
Vocabulary
L #6
L4.6
RWC
4.2.3.e
L #5
L4.5
RWC
4.2.3.d
L #5
L4.5a
L #5
L4.5b
RWC
4.2.3.d.i
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases, including those
that signal precise actions, emotions, or
states of being (e.g., quizzed, whined,
stammered) and that are basic to a particular
topic (e.g., wildlife, conservation, and
endangered when discussing animal
preservation).
Demonstrate the understanding of figurative
language, word relationships, and nuances
in word meaning.
•
Explain the meanings of simple
similes and metaphors (e.g., as
pretty as a picture) in context.
•
Recognize and explain the meaning
of common idioms, adages and
proverbs.
RWC
4.2.3.d.ii
See Glossary, beginning
on Page 20 for
information related to
figurative language,
including similes,
metaphors, idioms,
adages, and proverbs.
103
APRIL
Fluency
L #5
L4.5c
RF #4
RF4.4
RF #4
RF4.4a
RF #4
Comprehension
RF4.4b
RWC
4.2.3.d.iii
RWC
4.2.3.b
RWC
4.2.3.b.i
RWC
4.2.3.b.ii
RF #4
RF4.4c
RWC
4.2.3.b.iii
R #4
RL4.4
RWC
4.2.1.b.i
R #5
RL4.5
RWC
4.2.1.b.ii
R #6
RL4.6
RWC
4.2.1.b.iii
•
Demonstrate understanding of
words by relating them to their
opposites (antonyms) and to words
with similar but not identical
meanings (synonyms).
Read with sufficient accuracy and fluency to
support comprehension.(See pages 120-121
for ORF Tables and grade-level
expectations.)
•
Read grade-level text with purpose
and understanding.
•
Read on-level prose and poetry
orally with accuracy, appropriate
rate, and expression on
successive readings.
•
Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
Determine the meaning of words and
phrases as they are used in text, including
those that allude to significant characters
found in mythology (e.g., Herculean)
LITERARY Text.
The increased end-of
the-year fluency
expectations for grade 4
students is quickly
approaching (minimum
of 123 WCPM with 98%
accuracy [50th
percentile])
See Glossary, beginning
on Page 20 for
information related to all
aspects of reading
fluency.
Practice in reading is in
the area of Reading
Literature this month.
Explain major differences between poems,
dramas, and prose, and refer to the
structural elements of poems (e.g., verse,
rhythm, meter) and drama (e.g., casts of
characters, settings, descriptions, dialogue,
stage directions) when writing or speaking
about a text (LITERARY Text).
Compare and contrast the point of view from
which different stories are narrated, including
the difference between first- and third-person
narrations (LITERARY Text).
104
APRIL
Writing
Research and
Reasoning
APRIL APPLICATION/REVIEW PHASE
Speaking &
Listening
Correctly use general academic and
domain specific vocabulary when
speaking.
It is implied that students
demonstrate increased
use of academic
vocabulary taught
throughout the year.
Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text.
In April, students should
demonstrate mastery of
Reading Literature
Standards # 1, #2 and #3
for their grade level.
Phonological
Awareness
Phonics,
Decoding and
Morphology
Encoding
Vocabulary
Fluency
Comprehension
R #1
RL4.1
RWC
4.2.1.a.ii
R #1
R #2
RWC
4.2.1.a.i
RL4.2
RWC
4.2.1.a.iii
Identify and draw inferences about setting,
characters (such as motivations, personality
traits), and plot
Determine a theme of a story, drama, or
poem from details in the text; summarize the
105
APRIL
text.
R#2
RWC
4.2.1.c.iii
R #3
RWC
4.2.1.a.iv
RL4.3
R #3
Writing
L #2
RWC
4.2.1.a.v
L4.2
L #2
L4.2a
L #2
L4.2b
RWC
4.3.3.g
RWC
4.3.3.g.i
RWC
4.3.3.g.ii
Summarize text by identifying important
ideas and sequence and by providing
support details, while maintaining sequence
Describe in depth a character, setting, or
event in a story or drama, drawing on
specific details in the text (e.g., character’s
thoughts, words, or actions).
Describe the development of plot (such as
the origin of the central conflict, the action of
the plot, and how the conflict is resolved)
Demonstrate command of the conventions of
standard English capitalization,
punctuation, and spelling.
•
Use correct capitalization.
•
Use commas and quotation
marks to mark direct speech and
quotations from a text.
•
Use a comma before a
coordinating conjunction in a
compound sentence.
•
Spell grade-appropriate words
correctly consulting references as
needed.
RWC
4.3.3.g.iii
L #2
L4.2c
L #2
L4.2d
RWC
4.3.3.g.iv
W #1
W4.1
RWC
4.3.1.a
W #1
W4.1.a
RWC
4.3.1.a.i
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
•
Introduce a topic or text clearly,
state an opinion, and create an
organizational structure in which
related ideas are grouped to
support the writer’s purpose.
See Pages 36-38 for
expectation regarding
use of capitalization.
See Page 58 for notes
related to punctuation
prior to a coordinating
conjunction in a
compound sentence.
In April, as students near
the end of grade 4, they
need to demonstrate
increased independence
(asking for guidance
when needed), in writing
Expository text (Opinion,
Argument, Persuasive,
Informational and
Explanatory writing).
Effective use and editing
of grammar, spelling, and
conventions of print is
expected.
106
APRIL
W #1
W4.1b
W #1
W4.1.c
W #1
W4.1d
Writing cont…
W #2
W #2
W4.2
W4.2a
RWC
4.3.1.a.ii
•
Provide reasons that are supported
by facts and details.
RWC
4.3.1.a.iii
•
Link opinion and reasons using
words and phrases (e.g., for
instance, in order to, in addition).
•
Provide a concluding statement or
section related to the opinion
presented.
RWC
4.3.1.a.iv
RWC
4.3.2.a
RWC
4.3.2.a.ii
W #2
RWC
4.3.2.a.iii
W #2
RWC
4.3.2.a.iv
W4.2b
•
Introduce a topic clearly and group
related information in paragraphs
and sections; include formatting
(e.g., headings), illustrations, and
multimedia when useful to aiding
comprehension.
•
Choose planning strategies to
support text structures and intended
outcome
•
Identify a text structure appropriate
to purpose (sequence, chronology,
description, explanation, comparecontrast)
•
Organize relevant ideas and details
to convey a central idea or prove a
point
•
Develop the topic with facts,
definitions, concrete details,
quotations, or other information and
examples related to the topic.
•
Link ideas within categories of
RWC
4.3.2.a.i
W #2
W #2
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
RWC
4.3.2.a.v
107
APRIL
W #2
W #2
W4.2c
W4.2d
W #2
W4.2e
W#5
W4.5
RWC
4.3.2.a.vi
L #1
L4.1
L4.1a
L #1
L4.1b
L #1
L4.1c
L #1
L4.1d
L #1
L4.1e
L #1
•
Use precise language and domainspecific vocabulary to inform about
or explain the topic.
•
Provide a concluding statement or
section related to the information or
explanation presented.
RWC
4.3.2.a.vii
RWC
4.3.2.a.viii
RWC
4.3.3.b
Writing cont…
L #1
information using words and
phrases (e.g., another, for example,
also, because).
RWC
4.3.3.f
RWC
4.3.3.f.i
RWC
4.3.3.f.ii
With some guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, and
editing.
Demonstrate command of the conventions of
standard English grammar and usage when
writing and speaking.
•
•
Use relative pronouns (who,
whose. Whom, which, that) and
relative adverbs (where, when,
why).
Form and use progressive (e.g., I
was walking; I am walking; I will be
walking) verb tenses.
•
Use modal auxiliaries (e.g., can,
may, must) to convey various
conditions.
RWC
4.3.3.f.iv
•
Order adjectives within sentences
according to conventional patterns
(e.g., small red bag rather than red
small bag).
RWC
4.3.3.f.v
•
Form and use prepositional
phrases.
RWC
4.3.3.f.vi
•
Use compound subjects (Tom
and Pat went to the store) and
RWC
4.3.3.f.iii
Student nearing the end
of 4th grade are expected
to have mastered the
conventions of standard
English usage, grammar,
capitalization,
punctuation and spelling
taught during all prior
grades as well as during
their 4th grade year.
See Notes related to:
Relative pronouns &
adverbs –Pages 31-32
Progressive verb tensesPage 39
Modal auxiliaries- Page
56
Ordering of adjectives –
Page 50
Prepositional Phrases–
Page 76
108
APRIL
compound verbs (Harry thought
and worried about things he said to
Jane) to create sentence fluency in
writing
L #1
L4.1f
RWC
4.3.3.f.viii
L #1
W #4
Writing cont…
L4.1g
W4.4
•
Produce complete sentences,
recognizing and correcting
inappropriate fragments and runons.
•
Correctly use frequently confused
words (e.g., to, too, two, there,
their).
RWC
4.3.3.f.vii
RWC
4.3.3.a
W #10
W 4.10
Implied
W4.6
RWC
4.3.3.c
W #6
Produce clear and coherent writing in which
the development and organization are
appropriate to task, purpose and audience.
Link this Standard (W#4)
to Expository writing
this month.
This continuing Standard
(W #1) is a reminder of
the need for students to
write daily, over varying
lengths of time and with
various topics and
content.
Write routinely over extended times frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific
tasks, purposes, and audiences.
With some guidance and support from
adults, use technology, including the
Internet, to produce and publish writing as
well as interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum of
one page in a single sitting.
Research &
Reasoning
109
APRIL
MAY
GRADE 4: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
MAY INTRODUCTORY PHASE
CLUSTER
SKILL
ANCHOR
STANDARD
CCSS
CAS
Standards/Evidence Outcomes POSSIBLE STUDENT NOTES
RF #4
RF4.4
RWC
4.2.3.b
Read with sufficient accuracy and fluency
to support comprehension (of grade level
text). See grade 4 reading rate expectation
on Page 120-121.
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
LEARNING OBJECTIVE
BLUE =
alert to linkages in
other Skill Cluster(s)
Speaking &
Listening
Phonological
Awareness
Phonics,
Decoding, and
Morphology
Encoding
Vocabulary
Fluency
This EO returns to the
Introductory Phase as
Spring/ End-of-Year
Fluency expectations
have increased. Students
in grade 4 should be able
to read grade level texts
with 98% accuracy, at a
minimum rate of 123
WCPM (50%ile ) by the
end of the academic
year. See ORF Table-Pg.
121.
110
MAY
Comprehension
R #10
RL4.10
RWC
4.2.1.d.i
By the end of the year, read and
comprehend literature, including stories,
dramas, and poems, in the grades 4-5 text
complexity band proficiently, with scaffolding
as needed at the high end of range
(LITERARY Text).
R #10
RI4.10
RWC
4.2.2.d.i
By the end of the year, read and
comprehend informational text, including
history/social studies, science, and technical
texts, in the grades 4-5 text complexity band
proficiently, with scaffolding as needed at the
high end of the range (INFORMATIONAL
Text).
Reading Literature and
Reading Information
text Standards #10 are
mentioned in the
Introductory Stage this
month to highlight the
importance of
monitoring and assessing
students’ end of the year
level of reading
proficiency. This links
directly to End-of-Year
Fluency expectations.
Writing
Research and
Reasoning
MAY FLUENCY/CONTINUATION PHASE
Speaking &
Listening
Phonological
Awareness
Phonics,
Decoding and
Morphology
Continue with weekly
lessons, building
knowledge of Latin and
Greek morphology.
Encoding
111
MAY
Vocabulary
Fluency
Comprehension
R #9
RL4.9
RWC
4.2.1.c.ii
Compare and contrast the point of view from
which different stories are narrated, including
the difference between first- and third-person
narrations (LITERARY Text).
This is a continuation
from last month.
Writing
W #9
W4.9
RWC
4.4.1.c.
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
CCSS Writing Standard
#9 is a direct link to
Reading Standard #9.
Both were introduced
last month.
W #9
W4.9a
RWC
4.4.1.c.i
W #3
W4.3
RWC
4.3.1.b
W #3
W4.3a
•
Write narratives to develop real or imagined
experiences or events using effective
technique, descriptive details, and clear
event sequences.
•
W #3
W #3
W #3
RWC
4.3.1.b.i
RWC
4.3.1.b.ii
W4.3b
RWC
4.3.1.b.iii
W4.3c
RWC
4.3.1.b.iv
Apply grade 4 Reading standards
to literature (e.g., “Describe in depth
a character, setting, or event in a
story or drama, drawing on specific
details in the text[e.g., a character’s
thoughts, words, or actions]”
•
Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally.
Choose planning strategies to
support text structure and intended
outcomes
•
Use dialogue and description to
develop experiences and events or
show the responses of characters
to situations.
•
Use a variety of transitional words
and phrases to manage the
sequence of events.
112
MAY
W #3
W4.3d
W #3
W4.3e
W #3
RWC
4.3.1.b.v
RWC
4.3.1.b.vi
RWC
4.3.1.c
RWC
4.3.3.d
•
Use concrete words and phrases
and sensory details to convey
experiences and events precisely.
•
Provide a conclusion that follows
from the narrated experiences or
events.
Write poems that express ideas or feelings
using imagery, figurative language, and
sensory detail
Use correct format (indenting paragraphs,
parts of a letter, poem, etc.) for intended
purposes
Research &
Reasoning
MAY APPLICATION/REVIEW PHASE
Speaking &
Listening
L #3
L4.3
RWC
4.3.3.e
L #3
L4.3a
RWC
4.3.3.e.i
RWC
Use knowledge of language and its
conventions when writing, speaking, reading
or listening.
•
Choose words and phrases to
convey ideas precisely.
•
Differentiate between contexts that
call for formal English (e.g.,
presenting ideas) and situations
113
MAY
L #3
L4.3c
4.3.3.e.iii
SL #6
SL4.6
RWC
4.1.1.f
Differentiate between contexts that call for
formal English (e.g., presenting ideas) and
situations where informal discourse is
appropriate (e.g., small-group discussion);
use formal English when appropriate to tasks
and situation.
RF #3
RF4.3
RWC
4.2.3.a
Know and apply grade-level phonics and
word analysis skills in decoding words.
RF4.3a
RWC
4.2.3.a.i
where informal discourse is
appropriate (e.g., small group
discussions).
Phonological
Awareness
Phonics,
Decoding, and
Morphology
RF #3
RWC
4.2.3.c.iii
RF #3
RWC
4.2.3.c.v
RF #3
Encoding
L #2
L #2
L4.2
L4.2d
RWC
4.3.3.g
RWC
4.3.3.g.iv
•
Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.
•
Read and understand words with
common prefixes ( un-, re-, dis-)
and derivational suffixes (-ful, -ly,
-ness)
•
Read multisyllabic words with or
without inflectional and
derivational suffixes
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
•
Spell grade-appropriate words
correctly consulting references as
needed.
Students should be using
these skills
independently and
automatically. Linked to
Fluency expectations for
98 % accuracy, at a
minimum rate of 123
WCPM.
See Glossary, beginning
on Page 20, for an
explanation of
morphology, including
prefixes and suffixes,
and syllable patterns.
This spelling standard
implies 1) effective
editing of all draft
documents; 2) 99%
spelling accuracy on final
edited documents; 3)
effective and consistent
use of spelling references
and resources and 4)
grade-appropriate use of
114
MAY
spell check features. It
also implies accurate
spelling of grade 4
vocabulary taught
through the year.
Fluency
RF #4
RF4.4
RF #4
RF4.4a
RF #4
RF #4
RF4.4b
RF4.4c
RF #4
Vocabulary
L #6
RWC
4.2.3.b
RWC
4.2.3.b.i
RWC
4.2.3.b.ii
RWC
4.2.3.b.iii
RWC
4.2.1.d.iii
L4.6
RWC
4.2.3.e
Read with sufficient accuracy and fluency to
support comprehension. (See pages 120121 for ORF Tables and grade-level
expectations.)
•
Read grade-level text with purpose
and understanding.
•
Read on-level prose and poetry
orally with accuracy, appropriate
rate, and expression on
successive readings.
•
Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
End-of-the year
expectations for Grade 4
students: read grade
level text with a
minimum of 98%
accuracy and orally at a
minimum rate of 123
WCPM (50%ile).
See Glossary, beginning
on Page 20 for notes on
all aspects of reading
Fluency.
Read familiar texts orally with fluency,
accuracy, and prosody (expression)
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases, including those
that signal precise actions, emotions, or
states of being (e.g., quizzed, whined,
stammered) and that are basic to a particular
topic (e.g., wildlife, conservation, and
endangered when discussing animal
preservation).
This continuous goal (L
#6) has spanned the
entire year and includes
expectations for
increased expressive
(speaking and writing)
and receptive (reading
and listening)
Vocabulary.
115
MAY
RWC
4.2.3.d
L #5
L4.5
Demonstrate the understanding of figurative
language, word relationships, and nuances
in word meaning.
•
Explain the meanings of simple
similes and metaphors (e.g., as
pretty as a picture) in context.
•
Recognize and explain the meaning
of common idioms, adages and
proverbs.
•
Demonstrate understanding of
words by relating them to their
opposites (antonyms) and to words
with similar but not identical
meanings (synonyms).
Demonstrate the understanding of
figurative language, word
relationships, and nuances in word
meaning.
RWC
4.2.3.d.i
L #5
L #5
L #5
Comprehension
L4.5a
L4.5b
L4.5c
RWC
4.2.3.d.ii
RWC
4.2.3.d.iii
R #10
RL4.10
RWC
4.2.1.d.i
By the end-of-the-year, read and
comprehend literature, including stories,
dramas and poems, in grades 4-5 text
complexity band proficiently, with
scaffolding as needed at the high end of the
range (LITERARY Text).
R #10
RI4.10
RWC
4.2.2.d.i
By the end-of-the-year, read and
comprehend informational texts, including
history/social studies, science, and technical
texts, in the grades 4-5 text complexity
range proficiently, with scaffolding as
needed at the high end of the range
(INFORMATIONAL Text).
See Glossary, beginning
on Page 20, for
information regarding
figurative language,
including similes,
metaphors, idioms,
adages and proverbs.
While these Standards
were also included in the
Introductory stage to
highlight the importance
of assessing end of the
year reading proficiency,
they are also listed
within the Mastery
Phase, as this is the
expected outcome of
practice and application
of Reading Standards 1-9
in both Reading
Literature (RL) and
Reading Informational
Text (RI) by the end of
grade 4.
116
MAY
Writing
L #3
L4.3
L #3
L4.3a
L #3
L4.3b
RWC
4.3.3.e
Use knowledge of language and its
conventions when writing, speaking,
reading or listening.
RWC
4.3.3.e.i
•
Choose words and phrases to
convey ideas precisely.
RWC
4.3.3.e.ii
•
Choose punctuation for effect.
W #4
W4.4
RWC
4.3.3.d
W #5
W4.5
RWC
4.3.3.b
L #1
L4.1
RWC
6.3.3.f
L #1
L4.1a
RWC
4.3.3.f.i
Produce clear and coherent writing in which
development and organization are
appropriate to task, purpose, and audience.
With some guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, and
editing.
Demonstrate command of the conventions of
standard English grammar and usage when
writing and speaking.
•
L #1
L #1
L4.1b
L4.1c
•
Form and use progressive (e.g., I
was walking; I am walking; I will be
walking) verb tenses.
•
Use modal auxiliaries (e.g., can,
may, must) to convey various
conditions.
RWC
4.3.3.f.ii
RWC
4.3.3.f.iii
•
L #1
L4.1d
RWC
4.3.3.f.iv
Use relative pronouns (who,
whose. whom, which, that) and
relative adverbs (where, when,
why).
Order adjectives within sentences
according to conventional patterns
(e.g., small red bag rather than red
small bag).
Student at the end of 4th
grade are expected to
have mastered the
conventions of standard
English usage, grammar,
capitalization,
punctuation and spelling
taught during all prior
grades as well as during
their 4th grade year.
See Notes related to:
Relative pronouns &
adverbs –Pages 31-32
Progressive verb tensesPage 39
Modal auxiliaries- Page
56
Ordering of adjectives –
Page 50
Prepositional Phrases–
Page 76
117
MAY
L #1
L4.1e
L #1
L4.1f
L #1
L4.1g
W #6
•
Form and use prepositional
phrases.
•
Use compound subjects (Tom
and Pat went to the store) and
compound verbs (Harry thought
and worried about things he said to
Jane) to create sentence fluency in
writing
•
Produce complete sentences,
recognizing and correcting
inappropriate fragments and runons.
•
Correctly use frequently confused
words (e.g., to, too, two, there,
their).
RWC
4.3.3.f.vi
L #1
W #10
RWC
4.3.3.f.v
W4.10
W 4.6
RWC
4.3.3.f.vii
RWC
4.3.3.f.viii
Implied
RWC
4.3.3.c
Write routinely over extended times frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific
tasks, purposes, and audiences.
With some guidance and support from
adults, use technology, including the
Internet, to produce and publish writing as
well as to interact and collaborate with
others; demonstrate sufficient command
of keyboarding skills to type a minimum
of one page in a single sitting.
By the end of 4th grade,
students should
demonstrate increased
automaticity in their use
of writing across a range
of English Language Arts
and discipline-specific
wiring tasks.
118
MAY
Research and
Reasoning
119
MAY
APPENDIX A:
2006 Hasbrouck & Tindal Oral Reading Fluency Data
Jan Hasbrouck and Gerald Tindal have completed an extensive study of oral reading fluency. The results of their study
were published in a technical report entitled, "Oral Reading Fluency: 90 Years of Measurement," which is available on the
University of Oregon’s website, brt.uoregon.edu/tech_reports.htm, and in The Reading Teacher in 2006 (Hasbrouck, J.
& Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. (The Reading
Teacher. 59(7), 636-644). The table on page 109 shows the mean oral reading fluency of students in grades 1 through 8
as determined by Hasbrouck and Tindal's data.
You can use the information in this table to draw conclusions and make decisions about the oral reading fluency of your
students. Students scoring 10 or more words below the 50th percentile using the average score of two
unpracticed readings from grade-level materials need a fluency building program. In addition, teachers can use the
table to set the long-term fluency goals for their struggling readers.
Average weekly improvement is the average words per week growth you can expect from a student. It was calculated
by subtracting the fall score from the spring score and dividing the difference by 32, the typical number of weeks between
the fall and spring assessments. For grade 1, since there is no fall assessment, the average weekly improvement was
calculated by subtracting the winter score from the spring score and dividing the difference by 16, the typical number of
weeks between the winter and spring assessments.
See Oral Reading Fluency (ORF) TABLE on next page.
120
ORF Info.
Grade
1
Percentile
Fall
WCPM*
Winter
WCPM*
Spring
WCPM*
Avg. Weekly
Improvement**
90
75
81
47
111
82
1.9
2.2
50
23
53
1.9
25
10
12
6
28
15
1.0
0.6
125
100
142
117
1.1
1.2
90
75
106
79
Grade
3
4
2
50
51
72
89
1.2
25
10
25
11
42
18
61
31
1.1
0.6
5
6
7
8
Fall
WCPM*
Winter
WCPM*
Spring
WCPM*
Avg. Weekly
Improvement**
90
75
128
99
146
120
162
137
1.1
1.2
50
25
10
71
44
21
92
62
36
107
78
48
1.1
1.1
0.8
90
75
145
119
166
139
180
152
1.1
1.0
50
25
10
94
68
45
112
87
61
123
98
72
0.9
0.9
0.8
90
75
166
139
182
156
194
168
0.9
0.9
50
25
10
110
85
61
127
99
74
139
109
83
0.9
0.8
0.7
90
75
177
153
195
167
204
177
0.8
0.8
50
25
10
127
98
68
140
111
82
150
122
93
0.7
0.8
0.8
90
75
180
156
192
165
202
177
0.7
0.7
50
25
10
128
102
79
136
109
88
150
123
98
0.7
0.7
0.6
90
75
185
161
199
173
199
177
0.4
0.5
50
25
10
133
106
77
146
115
84
151
124
97
0.6
0.6
0.6
Percentile
121
ORF CHART
APPENDIX B: ANCHOR STANDARDS FOR READING: FOUNDATIONAL SKILLS (GRADES K-5)
1.
2.
3.
4.
PRINT CONCEPTS:
PHONOLOGICAL AWARENESS:
PHONICS AND WORD RECOGNITION:
FLUENCY:
BLACK = found in CCSS and CAS
Demonstrate understanding of the organization and basic features of print.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Know and apply grade-level phonics and word analysis skills in decoding words.
Read emergent-reader texts with purpose and understanding. (Kindergarten)
Read with sufficient accuracy and fluency to support comprehension. (Grades 1-5)
RED = found only in CAS
Grade by Grade Learning Progressions for each READING Foundational Skills Standard
1. Demonstrate understanding of the organization and basic features of text.
KINDERGARTEN
Follow words from left to right, top to bottom, and page by page.
Recognize that spoken words are represented in written language by specific sequences of letters.
Understand that words are separated by spaces in print.
Recognize and name all upper- and lowercase letters of the alphabet.
1st GRADE
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
2nd- 5th GRADES
There are NO specific expectation(s) or outcomes for this standard beyond Grade 1.
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
KINDERGARTEN
122
Recognize and produce rhyming words.
Count, pronounce, blend, and segment syllables in spoken words.
Blend and segment onsets and rimes of single-syllable spoken words.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC)
words. (This does not include CVCs ending with /l/, /r/, or /x/.
Identify phonemes for letters
1st GRADE
Distinguish long from short vowels in spoken single-syllable words.
Orally produce single-syllable words by blending sounds (phonemes) including consonant blends.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in single-syllable words.
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
2nd-5th GRADE
There are no specific expectation(s) or outcomes for this standard beyond 1st grade.
3. Know and apply grade-level phonics and word analysis skills in decoding words.
KINDERGARTEN
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most
frequent sounds for each consonant.
Associate long and short sounds with common spellings (graphemes) for the five major vowels.
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
1st GRADE
Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Know final-e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
123
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Recognize and read grade-appropriate irregularly spelled words.
Use onsets and rimes to create new words (ip to make dip, lip, slip, ship)
Accuratly decode unknown words that follow a predictable letter/sound relationship
2nd GRADE
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Know spelling-sound correspondences for additional common vowel teams.
Decode regularly spelled two-syllable words with long vowels.
Decode words with common prefixes and suffixes.
Identify words with inconsistent but common spelling-sound correspondences.
Recognize and read grade-appropriate irregularly spelled words.
3rd GRADE
Identify and know the meaning of the most common prefixes and derivational suffixes.
Decode words with common Latin suffixes.
Decode multi-syllable words.
Read grade-appropriate irregularly spelled words.
4th GRADE
Use combined knowledge of all letter-sound correspondences, syllable patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multi-syllable words in context and out of context.
5th GRADE
Use combined knowledge of all letter-sound correspondences, syllable patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multi-syllable words in context and out of context.
124
4. Read with sufficient accuracy and fluency to support comprehension.
KINDERGARTEN
Read emergent-reader text with purpose and understanding.
1st GRADE
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2nd GRADE
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
3rd GRADE
Read on-level text with purpose and understanding.
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4th GRADE
Read on-level text with purpose and understanding.
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5TH GRADE
Read on-level text with purpose and understanding.
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
125
APPENDIX C: ANCHOR STANDARDS ~ Grade to Grade Progressions
Appendix B contains the grade to grade progression (K-12) for each College and Career Readiness
ANCHOR STANDARD found in the Common Core State Standards (CCSS). Refer to pages 5-8 for
lists of Anchor Standards by category, e.g., Reading (10), Writing (10), Speaking and Listening (6),
and Language (6).
While the ANCHOR Standards in READING remain the same whether students are reading
literature or informational texts, the grade-level specific standards for reading are differentiated
by either LITERARY or INFORMATIONAL texts. Thus, the College and Career Readiness ANCHOR
STANDARDS that are denoted by the single letter ‘R’ are introduced by the abbreviation ‘RL’
(Reading Standards for Literature) or RI (Reading Standards for Informational Text) at the gradespecific levels.
Pages 127-136:
Pages 137-147:
Pages 148-159:
Pages 160-167:
Pages 168-174:
Pages 175-179:
Reading Standards 1-10 for Literature: K-12 progressions
Reading Standards 1-10 for Informational Text: K-12 progressions
Writing Standards 1-10: K-12 progressions
Speaking and Listening Standards 1-6: K-12 progressions
Language #1 (Grammar & Usage): K-12 Skill Progression
Language #2 (Capitalization, Punctuation, & Spelling): K-12 Skills Progression
126
READING STANDARDS FOR LITERATURE K-12
RL #1
College and Career Readiness ANCHOR STANDARD #1: Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Kdg
(RL.K1)
With prompting and support, ask and answer questions about key details in a text.
1
(RL.1.1)
Ask and answer questions about key details in a text.
2
(RL.2.1)
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
3
(RL.3.1)
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as a basis for the answers.
4
(RL.4.1)
Refer to details and examples in a text when explaining what the tests says explicitly and when
drawing inferences from the text.
5
(RL.5.1)
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
6
(RL.6.1)
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
7
(RL.7.1)
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
8
(RL.8.1)
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
9/10 (RL9-10.1)
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
11/12 (RL11-12.1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
127
READING STANDARDS FOR LITERATURE K-12
RL #2
College and Career Readiness ANCHOR STANDARD #2: Determine central ideas or themes of a text and analyze their
development: summarize the key supporting details and ideas.
Kdg
(RL.K.2)
With prompting and support, retell familiar stories, including key details.
1
(RL.1.2)
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
2
(RL.2.2)
Recount stories, including fables and folktales from diverse cultures, and determine their central message,
lesson, or moral.
3
(RL.3.2)
Recount stories, including fables, folktales and myths from diverse cultures; determine the central message,
lesson, or moral and explain how it is conveyed through key details in the text.
4
(RL.4.2)
Determine the theme of a story, drama or poem from details in the text; summarize the text.
5
(RE.5.2)
Determine the theme of a story, drama, or poem from details in the text, including how characters in a story
or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
6
(RL.6.2)
Determine the theme or central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
7
(RL.7.2)
Determine a theme or central idea of a text and analyze its development over the course of the text; provide
an objective summary of the text.
8
(RL.8.2)
Determine a theme or central idea of a text and analyze its development over the course of the text, including
its relationship to the characters, setting, and plot; provide an objective summary of the text.
9-10 (RL9-10.2)
Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
11-12 (RL11-12.2) Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
128
READING STANDARDS FOR LITERATURE K-12
RL #3
College and Career Readiness ANCHOR STANDARD #3: Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Kdg
(RL.K.3)
With prompting and support, identify characters, settings, and major events in a story.
1
(RL.1.3)
Describe characters, settings, and major events in a story, using key details.
2
(RL.2.3)
Describe how characters in a story respond to major events and challenges.
3
(RL.3.3)
Describe characters in a story (e.g., their traits, motivations or feelings) and explain how their actions
contribute to the sequence of the story.
4
(RL.4.3)
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
5
(RL.5.3)
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific
details in the text (e.g., how characters interact).
6
(RL.6.3)
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters
respond or change as the plot moves toward a resolution.
7
(RL.7.3)
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
8
(RL.8.3)
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
9-10
(RL.9-10.3) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course
of time, interact with other characters, and advance the plot or develop the theme.
11-12 (RL11-12.3) Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
129
READING STANDARDS FOR LITERATURE K-12
RL #4
College and Career Readiness ANCHOR STANDARD #4: Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Kdg
(RL.K.4)
Ask and answer questions about unknown words in a text.
1
(RL.1.4)
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
2
(RL.2.4)
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem or song.
3.
(RL.3.4)
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral
language.
4
(RL.4.4)
Determine the meaning of words and phrases as they are used in a text, including those that allude to
significant characters found in mythology (e.g., Herculean).
5
(RL.5.4)
Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes.
6
(RL.6.4)
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice on meaning and tone.
7
(RL7.4)
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of sound (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or drama.
8
(RL8.4)
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone including analogies or allusions to
other texts.
9-10
(RL9-10.4)
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how language
evokes a sense of time and place; how it sets a formal or informal tone).
130
11-12 (RL11-12.4) Determine the meaning of words and phrases as they are used in text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors).
READING STANDARDS FOR LITERATURE K-12
RL #5
College and Career Readiness ANCHOR STANDRAD #5: Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Kdg
(RL.K.5)
Recognize Common types of texts (e.g., storybooks, poems).
1
(RL.1.5)
Explain major differences between books that tell stories and books that give information, drawing on a wide
reading of a range of text types.
2
(RL.2.5)
Describe the overall structure of a story, including describing how the beginning introduces the story and the
ending concludes the action.
3
(RL.3.5)
Refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part builds on earlier sections.
4
(RL.4.5)
Explain major differences between poems, dramas, and prose, and refer to the structural elements of poems
(e.g., verse, rhythm, meter), and drama (e.g., casts of characters, settings, descriptions, dialogue, stage
directions) when writing or speaking about a text.
5
(RL.5.5)
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a
particular story, drama, or poem.
6
(RL.6.5)
Analyze how a particular sentence, chapter, s scene or stanza fits into the overall structure of a text and
contributes to the development of the theme, setting, or plot.
7
(RL.7.5)
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
8
(RL.8.5)
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text
contributes to its meaning and style.
131
9-10
(RL9-10.5)
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
11-12 (RL11-12.5) Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where
to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
READING STANDARDS FOR LITERATURE K-12
RL #6
College and Career Readiness ANCHOR STANDARD #6: Assess how point of view or purpose shapes the content and style
of a text.
Kdg
(RL.K.6)
With prompting and support, name the author and illustrator of a story and define the role of each in telling a
story.
1
(RL.1.6)
Identify who is telling the story at various points in the text.
2
(RL.2.6)
Acknowledge the differences in the points of view of characters, including by speaking in a different voice for
each character when reading dialogue aloud.
3
(RL.3.6)
Distinguish their own point of view from that of the narrator or those of the characters.
4
(RL.4.6)
Compare and contrast the point of view from which different stories are narrated, including the difference
between first- and third-person narrations.
5
(RL.5.6)
describe how a narrator’s or speaker’s point of view influences how events are described.
6
(RL.6.6)
Explain how an author develops the point of view of the narrator or speaker in a text.
7
(RL.7.6)
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
8
(RL.8.6)
Analyze how differences in the points of view of the characters and the audience or read (e.g., created
through the use of dramatic irony) create such effects as suspense or humor.
132
9-10
(RL9-10.6)
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the
United States, drawing on a wide reading of world literature.
11-12 (RL11-12.6) Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from
what is really meant (e.g., satire, sarcasm, irony, or understatement).
READING STANDARDS FOR LITERATURE K-12
RL #7
College and Career Readiness ANCHOR STANDARD #7: Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
Kdg
(RL.K.7)
With prompting and support, describe the relationship between illustrations and the story in which they
appear (e.g., what moment in a story an illustration predicts).
1
(RL.1.7)
Use illustrations and details in a story to describe its characters, setting, or events.
2
(RL.2.7)
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
3
(RL3.7)
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story
(e.g., create mood, emphasize aspects of a character or setting).
4
(RL4.7)
Make connections between the text of a story or dram and the visual or oral presentation of the text,
identifying where each version reflects specific descriptions and directions in the text.
5
(RL5.7)
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g.,
graphic novel, multimedia presentation of fiction, folktale, myth, poem).
1.
(RL6.7)
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to
what they perceive when they listen or watch.
2.
(RL.7.7)
Compare or contrast a written story, drama or poem to its audio, filmed, staged, or multimedia version,
analyzing the effects of techniques unique to each medium (e.g., lighting, sounds, color, or camera focus and
angle in a film).
133
3.
(RL.8.7)
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from
the text or script, evaluating the choices made by the director or actors.
9-10
(RL9-10.7)
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is
emphasized or absent in each treatment (e.g., Auden’s “muse des Beaux Arts” and Breughel’s Landscape with
the Fall of Icarus).
11-12 (RL11-12.7) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play
by Shakespeare and one play by an American dramatist>
READING STANDARDS FOR LITERATURE K-12
RL #8
College and Career Readiness ANCHOR STANDARD #8: NOT APPLICABLE to Literature.
READING STANDARDS FOR LITERATURE K-12
RL #9
College and Career Readiness ANCHOR STANDARD #9: Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches two authors take.
Kdg
(RL.K.9)
With prompting and support, compare and contrast the adventures and experiences of characters in familiar
stories.
1
(RL.1.9)
Compare and contrast the adventure and experiences of characters in stories.
2
(RL.2.9)
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or
from different cultures.
3
(RL.3.9)
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or
similar characters (e.g., books in a series).
4
(RL.4.9)
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
134
5
RL.5.9)
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to
similar themes and topics.
6
(RL.6.9)
Compare and contrast tests in different forms or genres (e.g., stories and poems, historical novels and fantasy
stories) in terms of their approaches to similar themes and topics.
7
(RL.7.9)
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same
period as a means of understanding how authors of fiction use or alter history.
8
(RL8.9)
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
9-10
(RL9-10.9)
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare
treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare.
11-12 (RL11-12.9)
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics.
READING STANDARDS FOR LITERATURE K-12
RL #10
College and Career Readiness ANCHOR STANDARD #10: Read and comprehend complex literary and informational texts
independently and proficiently.
Kdg
(RL.K.10)
Actively engage in group reading activities with purpose and understanding.
1
(RL.1.10)
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
2
(RL.2.10)
By the end of the year, read and comprehend literature, including stories and poetry, in the grade 2-3
complexity band proficiently, with scaffolding as needed at the high end of the range.
3
(RL3.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end
of the grade 2-3 text complexity band independently and proficiently.
135
4
(RL.4.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grade 4complexity band proficiently, with scaffolding as needed at the high end of the range.
5
(RL.5.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end
of the grade 4-5 text complexity band independently and proficiently.
6
(RL.6.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grade 68 complexity band proficiently, with scaffolding as needed at the high end of the range.
7
(RL.7.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grade 68 complexity band proficiently, with scaffolding as needed at the high end of the range.
8
(RL.8.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end
of the grade 6-8 text complexity band independently and proficiently.
9-10
(RL.9-10.10)
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grade 910 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, drams and poems, at the high end
of the grade 9-10 text complexity band independently and proficiently.
11-12 (RL11-12.10)
By the end of grade11, read and comprehend literature, including stories, dramas, and poems, in the grade
11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, drams and poems, at the high end
of the grade 11-CCR text complexity band independently and proficiently.
136
READING STANDARDS FOR INFORMATIONAL TEXT
RI #1
College and Career Readiness ANCHOR STANDARD #1: Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Kdg
(RI.K1)
With prompting and support, ask and answer questions about key details in a text.
1
(RI.1.1)
Ask and answer questions about key details in a text.
2
(RI.2.1)
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
3
(RI.3.1)
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as a basis for the answers.
4
(RI.4.1)
Refer to details and examples in a text when explaining what the tests says explicitly and when
drawing inferences from the text.
6
(RI.5.1)
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
6
(RI.6.1)
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
7
(RI.7.1)
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
8
(RI.8.1)
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
9/10 (RI9-10.1)
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
11/12 (RI11-12.1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
137
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #2
College and Career Readiness ANCHOR STANDARD #2: Determine central ideas or themes of a text and analyze their
development: summarize the key supporting details and ideas.
Kdg
(RI.K.2)
With prompting and support, identify the main topic and retell key details of a text.
1
(RI.1.2)
Identify the main topic and retell key details of a text.
2
(RI.2.2)
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
3
(RI.3.2)
Determine the main idea of the text; recount the key details and explain how they support the main idea.
4
(RI.4.2)
Determine the main idea of a text and explain how it is supported by key detail: summarize the text.
5
(RI.5.2)
Determine two or more main ideas of a text and explain how they are supported by key details; summarize
the text.
6
(RI.6.2)
Determine the central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
7
(RI.7.2)
Determine two or more central ideas in a text and analyze their development over the course of the text;
provide an objective summary of the text.
8
(RI.8.2)
Determine a central idea of a text and analyze its development over the course of the text, including
its relationship to supporting ideas; provide an objective summary of the text.
9-10 (RI9-10.2)
Determine a central idea of a text and its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
11-12 (RI11-12.2) Determine two or more central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex analysis; provide an
objective summary of the text.
138
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #3
College and Career Readiness ANCHOR STANDARD #3: Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Kdg
(RI.K.3)
With prompting and support, describe the connection between two individuals, events, ideas or pieces of
information in a text.
1
(RI.1.3)
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
2
(RI.2.3)
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text.
3
(RI.3.3)
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text., using language that pertains to time, sequence, and cause/effect.
4
(RI.4.3)
Explain events, procedures, ideas, and concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text.
5
(RI.5.3)
Explain the relationship or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.
6
(RI.6.3)
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
7
(RI.7.3)
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals
or events, or how individuals influence ideas and events).
8
(RI.8.3)
Analyze how a text makes connections among and distinctions between individuals, ideas and events (e.g.,
through comparisons, analogies, or categories).
9-10
(RI.9-10.3) Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and the connections that are draw between them.
11-12 (RI11-12.3) Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
139
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #4
College and Career Readiness ANCHOR STANDARD #4: Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Kdg
(RI.K.4)
With prompting and support, ask and answer questions about unknown words in a text.
1
(RI.1.4)
Ask and answer questions to determine or clarify the meaning of words and phrase in a text.
2
(RI.2.4)
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
3.
(RI.3.4)
Determine the meaning of general academic and domain-specific words and phrases in a text, relevant to a
grade 3 topic or subject area.
4
(RI.4.4)
Determine the meaning of general academic and domain-specific words and phrases in a text, relevant to
grade 4 topic or subject areas.
5
(RI.5.4)
Determine the meaning of general academic and domain-specific words and phrases in a text, relevant to
grade 5 topic or subject area.
6
(RI.6.4)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative
and technical meanings.
7
(RI7.4)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative
and technical meanings; analyze the impact of specific word choice on meaning and tone.
8
(RI8.4)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative
and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies
or allusions to other texts.
9-10
(RI9-10.4)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative
and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g.,
how the language of a court opinion differs from that of a newspaper).
11-12 (RI11-12.4) Determine the meaning of words and phrases as they are used in text, including figurative, connotative
and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the
course of a text (e.g., how Madison defines faction in Federalist No.10).
140
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #5
College and Career Readiness ANCHOR STANDRAD #5: Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Kdg
(RI.K.5)
Identify the front cover, back cover, and title page of a book.
1
(RI.1.5)
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information in a text.
2
(RI.2.5)
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic
menus, icons) to locate key facts or information in a text efficiently.
3
(RI.3.5)
Use text features and research tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a
given topic efficiently.
4
(RI.4.5)
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text.
5
(RI.5.5)
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts or information in two or more texts.
6
(RL.6.5)
Analyze how a particular sentence, chapter, ors section fits into the overall structure of a text and
contributes to the development of the ideas.
7
(RL.7.5)
Analyze the structure an author uses to organize a text, including how the major sections contribute to the
whole and to the development of the ideas.
8
(RL.8.5)
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in
developing and refining a key concept.
9-10
(RI9-10.5)
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of the text (e.g., a section or chapter).
11-12 (RI11-12.5) Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument,
including whether the structure makes points clear, convincing, and engaging.
141
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #6
College and Career Readiness ANCHOR STANDARD #6: Assess how point of view or purpose shapes the content and style
of a text.
Kdg
(RI.K.6)
Name the author and illustrator of a text and define the role of each in presenting the ideas and information
in a text.
1
(RI.1.6)
Distinguish between information provided by pictures or other illustrations and information provided by the
words in the text.
2
(RI.2.6)
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
3
(RI.3.6)
Distinguish their own points of view from that of the author of the text.
4
(RI.4.6)
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the
differences in focus and the information provided.
5
(RI.5.6)
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the
point of view they represent.
6
(RI.6.6)
Determine the author’s point of view or purpose in a text and explain how it is conveyed in the text.
7
(RI.7.6)
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her
position from that of others.
8
(RI.8.6)
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
9-10
(RI9-10.6)
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance
that point of view or purpose.
11-12 (RI11-12.6) Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how the style and content contribute to the power, persuasiveness, or beauty of the text.
142
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #7
College and Career Readiness ANCHOR STANDARD #7: Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
Kdg
(RI.K.7)
With prompting and support, describe the relationship between illustrations and the text in which they
appear (e.g., what person, place, thing or idea in the text an illustration depicts).
1
(RI.1.7)
Use illustrations and details in a story to describe its key ideas.
2
(RI.2.7)
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text).
3
(RI3.7)
Use information gained from illustrations (e.g., maps, photographs) and the words in the text to demonstrate
understanding of the text (where, when, why and how key events occur).
4
(RI4.7)
Interpret information presented visually, orally, or quantitatively (e.g., charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
5
(RI5.7)
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to locate a problem efficiently.
6
(RI6.7)
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in
words to develop a coherent understanding of a topic or issue.
7
(RI.7.7)
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s
portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
8
(RI.8.7)
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
9-10
(RI9-10.7)
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and
multimedia), determining which details are emphasized in each account.
11-12 (RI11-12.7) Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
143
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #8
College and Career Readiness ANCHOR STANDARD #8: Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Kdg
(RI.K.8)
With prompting and support, identify the reasons an author gives to support points in a text.
1
(RI.1.8)
Identify the reasons an author gives to support points in a text.
2
(RI.2.8)
Describe how reasons support specific points the author makes in a text.
3
(RI.3.8)
describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison.
cause/effect, first/second/third in a sequence).
4
(RI.4.8)
Explain how an author uses reasons and evidence to support particular points of view.
5
(RI.5.8)
Explain how an author uses reasons and evidence to support particular points of view in a text, identifying
which reasons and evidence support which point(s).
6
(RI.6.8)
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not.
7
(RI.7.8)
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and
the evidence is relevant and sufficient to support the claims.
8
(RI.8.8)
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9-10
(RI9-10.8)
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid
and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
11-12 (RI11-12.8) Delineate and evaluate the reasoning in seminal U.S. texts, including application of constitutional principles
and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises,
purposes and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
144
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #9
College and Career Readiness ANCHOR STANDARD #9: Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches two authors take.
Kdg
(RI.K.9)
With prompting and support, identify basic similarities in and differences between two texts on the same
topic (e.g., in illustrations, descriptions, or procedures).
1
(RI.1.9)
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
2
(RI.2.9)
Compare and contrast the most important points presented by two texts on the same topic.
3
(RI.3.9)
Compare and contrast the most important points and key details presented in two texts on the same topic.
4
(RI.4.9)
Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgably.
5
RI.5.9)
Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgably.
6
(RI.6.9)
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by
and a biography on the same person).
7
(RI.7.9)
Analyze how two or more authors writing about the same topic shape their presentations of key information
by emphasizing different evidence or advancing different interpretations of facts.
8
(RI8.9)
Analyze a case in which two or more texts provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation.
9-10
(RI9-10.9)
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell address,
the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “letter from Birmingham Jail”), including
how they address related themes and concepts.
Analyze eighteenth- and nineteenth-century foundational U.S. documents of historical and literary
significance (including The declaration of Independence, the Preamble to the Constitution, the Bill of Rights,
and Lincoln’s Second Inaugural address) for their themes, purposes, and rhetorical features.
11-12 (RI11-12.9)
145
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #10
College and Career Readiness ANCHOR STANDARD #10: Read and comprehend complex literary and informational texts
independently and proficiently.
Kdg
(RL.K.10)
Actively engage in group reading activities with purpose and understanding.
1
(RL.1.10)
With prompting and support, read informational text appropriately complex for grade 1.
2
(RL.2.10)
By the end of the year, read and comprehend informational texts, including history/social studies, science and
technical texts, in the grade 2-3 complexity band proficiently, with scaffolding as needed at the high end of
the range.
3
(RL3.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts, at the high end of the grade 2-3 text complexity band independently and proficiently.
4
(RL.4.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts, in the grade 4- 5 complexity band proficiently, with scaffolding as needed at the high end of
the range.
5
(RL.5.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts,, at the high end of the grade 4-5 text complexity band independently and proficiently.
6
(RL.6.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts, in the grade 6-8 complexity band proficiently, with scaffolding as needed at the high end of
the range.
7
(RL.7.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts, in the grade 6-8 complexity band proficiently, with scaffolding as needed at the high end of
the range.
8
(RL.8.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts, at the high end of the grade 6-8 text complexity band independently and proficiently.
146
9-10
(RL.9-10.10)
By the end of grade 9, read and comprehend informational text, including history/social studies, science, and
technical texts, in the grade 9-10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
By the end of grade 10, read and comprehend informational text, including history/social studies, science, and
technical texts, at the high end of the grade 9-10 text complexity band independently and proficiently.
11-12 (RL11-12.10)
By the end of grade11, read and comprehend informational text, including history/social studies, science, and
technical texts, in the grade 11-CCR text complexity band proficiently, with scaffolding as needed
at the high end of the range.
By the end of grade 12, read and comprehend informational text, including history/social studies, science, and
technical texts, at the high end of the grade 11-CCR text complexity band independently and proficiently.
147
WRITING STANDARDS K-12
W #1
College AND Career Readiness ANCHOR STANDARD #1: Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
Kdg
(W.K.1)
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the
topic or the name of the book they are writing about and state an opinion or preference about the topic or
book (e.g., My favorite book is….).
1
(W.1.1)
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide some sense of closure.
2
(W.2.1)
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion,
supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and
reasons, and provide a concluding statement or section.
3
(W.3.1)
Write opinion pieces on topics or texts, supporting a point of view with reasons. See W.3.1a, W.3.1b, W.3.1c
and W.3.1d for specifics.
4
(W.4.1)
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. See W.4.1a,
W4.1b, W.4.1c and W.4.1d for specifics.
5
(W.5.1)
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. See W.5.1a,
W.5.1b, W.5.1c and W.5.1d for specifics.
6
(W.6.1)
Write arguments to support claims with clear reasons and relevant evidence. See W.6.1a, W.6.1b, W.6.1c,
W.6.1d and W.6.1e for specifics.
7
(W7.1)
Write arguments to support claims with clear reasons and relevant evidence. See W.7.1a, W.7.1b, W.7.1c,
W.7.1d, and W.7.1e for specifics).
8
(W.8.1)
Write arguments to support claims with clear reasons and relevant evidence. See W.8.1a, W.8.1b, W.8.1c,
W.8.1d and W.8.1e for specifics.
148
9-10
(W.9-10.1)
11-12 (W11-12.1)
Write arguments to support claim in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. See W.9-10.1a, W.9-10.1b, W.9-10.1c, W.9-10.1d, and W.9-10.1e for
specifics.
Write arguments to support claim in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. See W.11-12.1a, W.11-12.1b, W.11-12.1c, W.11-12.1d, and W.11-12.1e for
specifics.
WRITING STANDARDS K-12
W #2
College and Career readiness ANCHOR STANDARD #2: Write informative/explanatory texts to examine and convey ideas
and information clarly and accurately through the effective selection, organization, and analysis of content.
Kdg
(W.K.2)
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
1
(W.1.2)
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
2
(W.2.2)
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
3
(W.3.2)
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. See
W.3.2a, W.3.2b, W.3.2c, and W.3.2d for grade level specifics.
4
(W.4.2)
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. See
W.4.2a, W.4.2b, W.4.2c, W.4.2d and W.4.2e for grade level specifics.
5
(W.5.2)
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. See
W.5.2a, W.5.2b, W.5.2c, W.5.2d and W.5.2e for grade level specifics.
149
6
(W.6.2)
7
(W.7.2)
8
(W.8.2)
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content. See W.8.2a, W.8.2b, W.8.2c, W.8.2d, W.8.2ef and
W.8.2f for grade level specifics.
9-10
(W9-10.2)
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content. See W.9-10.2a, W.910.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, and W.9-10.2f for grade level specifics.
11-12 (W.11-12.2)
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content. See W.6.2a, W.6.2b, W.6.2c, W.6.2d, W.6.2e and
W.6.2f for grade level specifics.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content. See W.7.2a, W.7.2b, W.7.2c, W.7.2d, W.7.2e and
W.7.2f for grade level specifics.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content. See W.11-12.2a, W.1112.2b, W.11-12.2c, W.11-12.2d, W.11-12.2e, and W.11-12.2f for grade level specifics.
WRITING STANDARDS K-12
W #3
College and Career readiness ANCHOR STANDARD #3: Write narratives to develop real or imagined experiences or events
using effective techniques, well-chosen details, and well-structured event sequences.
Kdg
(W.K.3)
Use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events,
tell about the events in the order in which they occurred, and provide a reaction to what happened.
1
(W.1.3)
Write narratives in which they recount two or more appropriately sequenced events, include some details
regarding what happened, use temporal words to signal event order, and provide some sense of closure.
2
(W.2.3)
Write narratives in which they recount a well-elaborated event, or short sequence of events, include details to
describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of
closure.
150
3
(W.3.3)
Write narratives to develop real or imagine experiences or events using effective technique, descriptive
details, and a clear event sequence. See W.3.3a, W.3.3b, W.3.3c, and W.3.3d for grade-level specifics.
4
(w.4.3)
Write narratives to develop real or imagine experiences or events using effective technique, descriptive
details, and a clear event sequence. See W.4.3a, W.4.3b, W.4.3c, W.4.3d and W.4.3e for grade-level specifics.
5
(W.5.3)
Write narratives to develop real or imagine experiences or events using effective technique, descriptive
details, and a clear event sequence. See W.5.3a, W.5.3b, W.5.3c, W.5.3d and W.5.3e for grade-level specifics.
6
(W.6.3)
Write narratives to develop real or imagine experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. See W.6.3a, W.6.3b, W.6.3c, W.6.3d and W.6.3e for
grade-level specifics
7
(W.7.3)
Write narratives to develop real or imagine experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. See W.7.3a, W.7.3b, W.7.3c, W.7.3d and W.7.3e for
grade-level specifics
8
(W.8.3)
Write narratives to develop real or imagine experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. See W.8.3a, W.8.3b, W.8.3c, W.8.3d and W.8.3e for
grade-level specifics
9-10
(W.9-10.3)
Write narratives to develop real or imagine experiences or events using effective technique, well-chosen
details, and well-structured event sequences. See W.9-10.3a, W.9-10.3b, W.9-10.3c, W.9-10.3d and W.910.3e for grade-level specifics.
11-12 (W11-12.3)
Write narratives to develop real or imagine experiences or events using effective technique, well-chosen
details, and well-structured event sequences. See W.11-12.3a, W.11-12.3b, W.11-12.3c, W.11-12.3d and
W.11-12.3e for grade-level specifics.
151
WRITING STANDARDS K-12
W #4
College and Career readiness ANCHOR STANDARD #4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Kdg
(W.K.4)
(Begins in grade 3)
1
(W.1.4)
(Begins in grade 3)
2
(W.2.4)
(Begins in grade 3)
3
(W.3.4)
With guidance and support from adults, produce writing in which the development and organization
are appropriate to task and purpose.
4
(W.4.4)
Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.
5
(W.5.4)
Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.
6
(W.6.4)
Produce clear and coherent writing in which the development, organization and style are
appropriate to task, purpose, and audience.
7
(W.7.4)
Produce clear and coherent writing in which the development, organization and style are
appropriate to task, purpose, and audience.
8
(W.8.4)
Produce clear and coherent writing in which the development, organization and style are
appropriate to task, purpose, and audience.
9-10
(W9-10.4)
Produce clear and coherent writing in which the development, organization and style are
appropriate to task, purpose, and audience.
11-12
(W11-12.4)
Produce clear and coherent writing in which the development, organization and style are
appropriate to task, purpose, and audience.
152
WRITING STANDARDS K-12
W #5
College and Career readiness ANCHOR STANDARD #5: Develop and strengthen writing as needed by planning, revising,
editing, rewriting, ort trying a new approach.
Kdg
(W.K.5)
With guidance and support from adults, respond to questions and suggestions from peers and add details to
strengthen writing as needed.
1
(W.1.5)
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and
add details to strengthen writing as needed.
2
(W.2.5)
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including
collaboration with peers.
3
(W.3.5)
With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing. Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grade 3.
4
(W.4.5)
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. Editing for conventions should demonstrate command of Language standards
1-3 up to and including grade 4.
5
(W.5.5)
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting or trying a new approach. Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 5.
6
(W.6.5)
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting or trying a new approach. Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 6.
7
(W.7.5)
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting or trying a new approach, focusing on how well purpose and audience
have been addressed. Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grade 7.
8
(W.8.5)
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting or trying a new approach, focusing on how well purpose and audience
153
have been addressed. Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grade 8.
9-10
(W.9-10.5)
Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. Editing for conventions
should demonstrate command of Language standards 1-3 up to and including grade 9-10.
11-12
(W.11-12.5)
Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. Editing for conventions
should demonstrate command of Language standards 1-3 up to and including grade 11-12.
WRITING STANDARDS K-12
W #6
College and Career readiness ANCHOR STANDARD #6: Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
Kdg
(W.K.6)
With guidance and support from adults, explore a variety of digital tools to produce and publish writing,
including in collaboration with peers.
1
(W.1.6)
With guidance and support from adults, explore a variety of digital tools to produce and publish writing,
including in collaboration with peers.
2
(W.2.6)
With guidance and support from adults, explore a variety of digital tools to produce and publish writing,
including in collaboration with peers.
3
(W.3.6)
With guidance and support from adults, use technology to produce and publish writing (using keyboarding
skills) as well as to interact and collaborate with others.
4
(W.4.6)
With some guidance and support from adults, use technology, including the Internet, to produce and publish
writing as well as interact and collaborate with others; demonstrate sufficient command of keyboarding skills
to type a minimum of one page in a single sitting.
5
(W.5.6)
With some guidance and support from adults, use technology, including the Internet, to produce and publish
writing as well as interact and collaborate with others; demonstrate sufficient command of keyboarding skills
to type a minimum of two page in a single sitting.
154
6
(W.6.6)
Use technology, including the Internet, to produce and publish writing as well as interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum of three page in a single
sitting.
7
(W.7.6)
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as
interact and collaborate with others, including linking to and citing sources.
8
(W.8.6)
Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas efficiently as well as to interact and collaborate with others.
9-10
(W.9-10.6)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products,
taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
11-12 (W11-12.6)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products
in response to ongoing feedback, including new arguments or information.
WRITING STANDARDS K-12
W #7
College and Career readiness ANCHOR STANDARD #7: Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under investigation.
Kdg
(W.K.7)
Participate in shared research and writing projects (e.g., explore a number of books by a favorite
author and express opinions about them).
1
(W.1.7)
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a
given topic and use them to write a sequence of instructions).
2
(W.2.7)
3
(W.3.7)
Participate in shared research and writing projects (e.g., read a number of books on a single topic to
produce a report; record science observations).
Conduct short research projects that build knowledge about a topic.
4
(W.4.7)
Conduct short research projects that build knowledge through investigation of different aspects of a
topic.
155
5
(W.5.7)
Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic.
6
(W.6.7)
Conduct short research projects to answer a question, drawing on several sources and refocusing the
inquiry when appropriate.
7
(W.7.7)
Conduct short research projects to answer a question, drawing on several sources and generating
additional related, focused questions for further research and investigation.
8
(W.8.7)
Conduct short research projects to answer a question (including a self-generated question), drawing
on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
9-10
(W.9-10.7)
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
11-12 (W11-12.7)
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
WRITING STANDARDS K-12
W #8
College and Career readiness ANCHOR STANDARD #8: Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Kdg
(W.K.8)
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
156
1
(W.1.8)
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
2
(W.2.8)
Recall information from experiences or gather information from provided sources to answer a question.
3
(W.3.8)
Recall information from experiences or gather information from print and digital sources; take brief notes on
sources and sort evidence into provided categories.
4
(W.4.8)
Recall relevant information from experiences or gather relevant information from print and digital sources;
take notes and categorize information, and provide a list of sources.
5
(W.5.8)
Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources.
6
(W.6.8)
7
(W.7.8)
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and
quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources.
Gather relevant information from multiple print and digital sources; using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
8
(W.8.8)
Gather relevant information from multiple print and digital sources; using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
9-10
(W.9-10.8)
Gather relevant information from multiple authoritative print and digital sources; using advanced searches
effectively; assess the usefulness of each source in answering the research questions; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
11-12 W11-12.8)
Gather relevant information from multiple authoritative print and digital sources; using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
157
WRITING STANDARDS K-12
W #9
College and Career readiness ANCHOR STANDARD #9: Draw evidence from literary or informational text to support
analysis, reflection, and research.
Kdg
(W.K.9)
(Begins in grade 4)
1
(W.1.9)
(Begins in grade 4)
2
(W.2.9)
(Begins in grade 4)
3
(W.3.9)
(Begins in grade 4)
4
(W.4.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.4.9a
and W.4.9b for further grade-level specifics.
5
(W.5.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.5.9a
and W.5.9b for further grade-level specifics.
6
(W.6.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.6.9a
and W.6.9b for further grade-level specifics.
7
(W.7.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.7.9a
and W.7.9b for further grade-level specifics.
8
(W.8.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.8.9a
and W.8.9b for further grade-level specifics.
9-10
(W.9-10.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.910.9a and W.9-10.9b for further grade-level specifics.
11-12 (W11-12.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.1112.9a and W.11-12.9b for further grade-level specifics.
158
WRITING STANDARDS K-12
W #10
College and Career readiness ANCHOR STANDARD #10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Kdg
(W.K.10)
(Begins in grade 3)
1
(W.1.10)
(Begins in grade 3)
2
(W.2.10)
(Begins in grade 3)
3
(W.3.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
4
(W.4.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
5
(W.5.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
6
(W.6.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
7
(W.7.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
8
(W.8.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
9-10
(W.9-10.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
11-12 (W11-12.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
159
SPEAKING AND LISTENING STANDARDS K-12
SL #1
College and Career Readiness ANCHOR STANDARD #1: Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Kdg
(SL.K.1)
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups. See SL.K.1a and SL.K.1b for further grade-level specifics.
1
(SK.1.1)
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups. See SL.1.1a, SL.1.1b and SL.1.1c for further grade-level specifics.
2
(SL.2.1)
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups. See SL.2.1a, SL.2.1b and SL.2.1c for further grade-level specifics.
3
(SL.3.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. See
SL.3.1a., SL.3.1b, SL.3.1c, and SL.3.1d for further grade-level specifics.
4
(SL.4.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. See
SL.4.1a, SL.4.1b, SL.4.1c, and SL.4.1d for further grade-level specifics.
5
(SL.5.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. See
SL.5.1a, SL.5.1b, SL.5.1c, and SL.5.1d for further grade-level specifics.
6
(SL6.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 6 topics, texts and issues, building on others’ ideas and expressing their own clearly.
See SL.6.1a, SL.6.1b, SL.6.1c, and SL.6.1d for further grade-level specifics.
7
(SL.7.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts and issues, building on others’ ideas and expressing their own clearly.
See SL.7.1a, SL.7.1b, SL.7.1c, and SL.7.1d for further grade-level specifics.
160
8
(SL.8.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts and issues, building on others’ ideas and expressing their own clearly.
See SL.8.1a, SL.8.1b, SL.8.1c, and SL.8.1d for further grade-level specifics.
9-10
(SL.9-10.1)
Initiate and participate effectively in a range of collaborative discussions (one-to-one, small groups and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively. See SL.9-10.1a, SL.9-10.1b, SL.9-10.1c, and SL.9-10.1d for
further grade-level specifics.
11-12 (SL.11-12.1)
Initiate and participate effectively in a range of collaborative discussions (one-to-one, small groups and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively. See SL.11-12.1a, SL.11-12.1b, SL.11-12.1c, and SL.11-12.1d for
further grade-level specifics.
SPEAKING AND LISTENING STANDARDS K-12
SL #2
College and Career Readiness ANCHOR STANDARD #2: Integrate and evaluate information presented in diverse media
and formats, including visually, quantitatively, and orally.
Kdg
(SL.K.2)
Confirm understanding of a text read aloud or information presented orally or through other media by asking
and answering questions about key details and requesting clarification if something is not understood.
1
(SL.1.2)
Ask and answer questions about key details in a text read aloud or information presented orally or through
other media.
2
(SL.2.2)
Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.
3
(SL.3.2)
Determine the main idea and supporting details of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
4
(SL.4.2)
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
161
5
(SL.5.2)
Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively and orally.
6
(SL.6.2)
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and
explain how it contributes to a topic, text, or issue under study.
7
(SL.7.2)
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
8
(SL.8.2)
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
9-10
(SL.9-10.2)
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.
11-12 (SL.11-12.2)
Integrate multiple sources of information presented in diverse formats and media (visually, quantitatively,
orally) in order to make informed decision and solve problems, evaluating the credibility and accuracy of each
source and noting any discrepancies in the data.
SPEAKING AND LISTENING STANDARDS K-12
SL #3
College and Career Readiness ANCHOR STANDARD #3: Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric.
Kdg
(SL.K.3)
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
1
(SL.1.3)
Ask and answer questions about what a speaker says in order to gather additional information or clarify
something that is not understood.
2
(SL.2.3)
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
3
(SL.3.3)
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
162
4
(SL.4.3)
Identify the reasons and evidence a speaker provides to support particular points.
5
(SL.5.3)
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
6
(SL.6.3)
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reason and
evidence from claims that are not.
7
(SL.7.3)
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the
relevance and sufficiency of the evidence.
8
(SL.8.3)
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance
and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
9-10
(SL.9-10.5)
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
11-12 (SL.11-12.3)
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
SPEAKING AND LISTENING STANDARDS K-12
SL #4
College and Career Readiness ANCHOR STANDARD #4: Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and
audience.
Kdg
(SL.K.4)
Describe familiar people, places, things, and events and, with prompting and support, provide
additional detail.
1
(SL.1.4)
2
(SL.2.4)
Describe familiar people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
163
3
(SL.3.4)
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
4
(SL.4.4)
Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at
an understandable pace.
5
(SL.5.4)
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive detail to support main ideas or themes; speak clearly at an
understandable pace.
6
(SL.6.4)
Present claims and ideas, sequencing ideas logically and using pertinent descriptions, facts, and
detail to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
7
(SL.7.4)
Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume,
and clear pronunciation.
8
(SL.8.4)
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
9-10
(SL.9-10.4)
Present information, findings and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience and task.
11-12 (SL.11-12.4)
Present information, findings and supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to p purpose,
audience, and a range of formal and informal tasks.
164
SPEAKING AND LISTENING STANDARDS K-12
SL #5
College and Career Readiness ANCHOR STANDARD #5: Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
Kdg
(SL.K.5)
Add drawings or other visual displays to descriptions as desired to provide additional detail.
1
(SL.1.5)
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts,
and feelings.
2
(SL.2.5)
Create audio recordings of stories or poems; add drawings or other visual displays to stories or
recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
3
(SL.3.5)
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an
understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or
details.
4
(SL.4.5)
Add audio recordings and visual displays to presentations when appropriate to enhance the
development of main ideas or themes.
5
(SL.5.5)
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
6
(SL.6.5)
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
7
(SL.7.5)
Include multimedia components and visual displays in presentations to clarify claims and findings
and emphasize salient points.
8
(SL.8.5)
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims
and evidence, and add interest.
165
9-10
(SL.9-10.5)
11-12 (SL.11-12.5)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of findings, reasoning, and evidence and to ad interest.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of findings, reasoning, and evidence and to ad interest.
SPEAKING AND LISTENING STANDARDS K-12
SL #6
College and Career Readiness ANCHOR STANDARD #6: Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
Kdg
(SL.K.6)
Speak audibly and express thoughts, feelings, and ideas clearly.
1
(SL.1.6)
Produce complete sentences when appropriate to task and situation. Also see grade 1 Language
standards.
2
(SL.2.6)
Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification. Also see grade 2 Language standards.
3
(SL.3.6)
Speak in complete sentences when appropriate to task and situation in order to provide requested
detail or clarification. Also see grade 3 Language standards.
4
(SL.4.6)
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations
where informal discourse is appropriate (e.g., small-group discussion); use formal English when
appropriate to task and situation. Also see grade 4 Language standards.
5
(SL.5.6)
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and
situation. Also see grade 5 Language standards.
6
(SL.6.6)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. Also see grade 6 Language Standards.
166
7
(SL.7.6)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. Also see grade 7 Language Standards.
8
(SL.8.6)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. Also see grade 8 Language Standards.
9-10
(SL.9-10.6)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. Also see grade 9-10 Language Standards.
11-12 (SL.11-12.6)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. Also see grade 11-12 Language Standards.
167
English Grammar and Usage: Grade Level Skills Progression
College and Career Readiness ANCHOR STANDARD L #1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. BLACK = CCSS & CAS RED = CAS only
KINDERGARTEN
•
Print upper- and lowercase letters.
•
Use frequently occurring nouns and verbs.
•
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs, wish, wishes).
•
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
•
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
•
Produce and expand complete sentences in shared language activities.
•
Use proper spacing between words
•
Write left to right and top to bottom
GRADE 1
•
Print all upper- and lowercase letters.
•
Use common, proper and possessive nouns.
•
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
•
Use personal, possessive and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
•
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I
will walk home).
168
•
Use frequently occurring adjectives.
•
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
•
Use determiners (e.g., articles, demonstratives).
•
Use frequently occurring prepositions (e.g., during, beyond, toward).
•
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in
response to prompts.
•
Write complete simple sentences
GRADE 2
•
Use collective nouns (e.g., group).
•
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
•
Use reflexive pronouns (e.g., myself, ourselves).
•
Form and use past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
•
Use adjectives and adverbs, and choose between them depending on what is to be modified.
•
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little
boy watched the movie; The action movie was watched by the little boy).
•
Apply accurate subject-verb agreement while writing
•
Vary sentence beginnings
169
GRADE 3
•
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their function in particular
sentences.
•
Form and use regular and irregular plural nouns.
•
Use abstract nouns (e.g., childhood).
•
Form and use regular and irregular verbs.
•
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
•
Ensure subject-verb and pronoun-antecedent agreement.
•
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be
modified.
•
Use coordinating and subordinating conjunctions.
•
Produce simple, compound, and complex sentences.
•
Vary sentence beginnings, and use long and short sentences to create fluency in longer texts
GRADE 4
•
Use relative pronouns (who, whose, whom, which, that) and relative verbs (where, when, why).
•
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
•
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
•
Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
•
Form and use prepositional phrases.
170
•
Use compound subjects (Tom and Pat went to the store) and compound verbs (Harry thought and worried about the
things he said to Jane) to create sentence fluency in writing
•
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
•
Correctly use frequently confused words (e.g., to, too, two, there, their).
GRADE 5
•
Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
•
Form and use the perfect tense (e.g., I had walked; I have walked; I will have walked) verb tenses.
•
Use verb tenses to convey various times, sequences, states, and conditions.
•
Recognize and correct in appropriate shifts in verb tense.
•
Use correlative conjunctions (e.g., either/or, neither/nor).
GRADE 6
•
Ensure than pronouns are in the proper case (subjective, objective, possessive).
•
Use intensive pronouns (e.g., myself, ourselves).
•
Recognize and correct inappropriate shifts in pronoun number and person.
•
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
•
Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies
to improve expression in conventional language.
•
Identify fragments and run-ons and revise sentences to eliminate them
•
Use coordinating conjunctions in compound sentences
171
•
Maintain consistent verb tense within paragraphs
•
Choose adverbs to describe verbs, adjectives, and other adverbs
GRADE 7
•
Explain the function of phrases and clauses in general and their function in specific sentences.
•
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among
ideas.
•
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
•
Vary sentences using prepositional phrases, ensuring that subjects and verbs agree in the presence of intervening clauses.
•
Use pronoun-antecedent agreement including indefinite pronouns
•
Write with consistent verb tense across paragraphs.
•
Use adjectives and adverbs correctly in sentences to describe verbs, adjectives, and other adverbs
•
Combine sentences with coordinating conjunctions
GRADE 8
•
Explain the functions of verbals (gerunds, participles and infinitives) in general and their function in particular sentences.
•
Form and use verbs in the active and passive voice.
•
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
•
Recognize and correct inappropriate shifts in verb voice and mood.
•
Use comparative and superlative adjectives and adverbs correctly in sentences
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•
Combine sentences with subordinate conjunctions
•
Use subject-verb agreement with intervening phrases and clauses
•
Identify main and subordinate clauses and use that knowledge to write varied; strong, correct complete sentences
•
Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g.,
emphasizing the actor or the action; expressing uncertainty or describing a stat contrary to fact).
GRADE 9
•
Identify comma splices and fused sentences in writing and revise to eliminate them
•
Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences
GRADE 10
•
Use parallel structure.
•
Distinguish between the active and passive voice, and write in the active voice
•
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent, noun, relative, adverbial) to convey specific meaning and add variety and interest to writing or
presentations.
GRADE 11
•
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
•
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern Language Usage) as needed.
•
Use a variety of phrases (absolute, appositive) accurately and purposefully to improve writing
•
Use idioms correctly, particularly prepositions that follow verbs
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•
Ensure that a verb agrees with its subject in complex constructions (such as inverted subject/verb order, indefinite
pronoun as subject, intervening phrases or clauses)
•
Use a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association
(APA) format
•
Use resources (print and electronic) and feedback to edit and enhance writing for purpose and audience
GRADE 12
•
Follow the conventions of standard English to write varied, strong, correct, complete sentences
•
Deliberately manipulate the conventions of standard English for stylistic effect appropriate to the need of a particular
audience and purpose
•
Seek and use an appropriate style guide to govern conventions for a particular audience and purpose
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ENGLISH CAPITALIZATION, PUNCTUATION AND SPELLING: Grade Level Skills Progression
College and Career Readiness Anchor Standard L #2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
KINDERGARTEN
CAPITALIZATION
•
Capitalize the first word in a sentence and the
pronoun I.
PUNCTUATION
•
Recognize and name end punctuation.
SPELLING
•
Write a letter or letters for most consonant
and short vowels sounds (phonemes).
•
Spell simple words phonetically, drawing
on knowledge of sound-letter
relationships.
•
Use conventional spelling for words with
common spelling patterns and for
frequently occurring irregular words.
•
Spell untaught words phonetically, drawing
on phonemic awareness and spelling
conventions.
GRADE 1
•
Capitalize dates and names of people.
•
Use end punctuation for sentences.
•
Use commas in dates and to separate single
words in a series.
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GRADE 2
CAPITALIZATION
•
Capitalize holidays, product names, and
geographic names.
PUNCTUATION
•
Use commas in greetings and closing of
letters.
•
Use an apostrophe to form contractions and
frequently occurring possessives.
SPELLING
•
Generalize learned spelling patterns when
writing words (e.g., cage > badge; boy >
boil).
•
Consult reference materials, including
beginning dictionaries, as needed to check
and correct spelling.
•
Spell high frequency words correctly
•
Use spelling patterns and generalizations
(e.g., word families, position-based
spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
•
Use conventional spelling for highfrequency and other studies words and for
adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
•
Consult reference materials, including
beginning dictionaries, as needed to check
and correct spellings.
GRADE 3
•
Capitalize appropriate words in titles.
•
Use commas in addresses.
•
Use commas and quotation marks in dialogue.
•
Form and use possessives.
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GRADE 4
CAPITALIZATION
•
Use correct capitalization.
PUNCTUATION
•
Use commas and quotation marks to mark
direct speech and quotation from a text.
•
Use a comma before a coordinating
conjunction in a compound sentence.
•
Use punctuation to separate items in a series.
•
Use a comma to separate an introductory
element from the rest of the sentence.
•
Use a comma to set off the words yes and no
(e.g., Yes, thank you), to set off a tag question
from the rest of the sentence (It’s true, isn’t
it?), and to indicate direct address (e.g., Is that
you, Steve?).
•
Use underlining, quotation marks, or italics to
indicate titles of works.
SPELLING
•
Spell grade-appropriate word correctly,
consulting references as needed.
•
Spell grade-appropriate words correctly,
consulting references as needed.
GRADE 5
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GRADE 6
CAPITALIZATION
PUNCTUATION
•
Use punctuation (commas, parentheses,
dashes) to set off nonrestrictive /parenthetical
elements.
SPELLING
•
Spell correctly.
GRADE 7
• Use a comma to separate coordinate adjectives
(e.g., It was a fascinating, enjoyable movie but
not He wore an old [,] green shirt).
• Spell correctly.
• Use punctuation correctly (commas and
parentheses to offset parenthetical elements;
colons to introduce a list; and hyphens)
• Write and punctuate compound and complex
sentences correctly
GRADE 8
• Use punctuation (comma, ellipsis, dash) to
indicate a pause or break.
• Spell correctly.
• Use an ellipsis to indicate an omission.
• Format and punctuate dialogue correctly
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GRADE 9-10
CAPITALIZATION
PUNCTUATION
•
Use a colon to introduce a list or quotation.
•
Use a semicolon (and perhaps a conjunctive
adverb) to link two or more closely related
independent clauses.
•
Observe hyphenation conventions.
SPELLING
•
Spell correctly.
•
Spell correctly.
GRADE 11-12
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INSTRUCTIONAL RESOURCES
Coming soon…….
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